Volume 1, Issue 2 - Winter 2002

In this issue, JOLE offers five interesting, distinctly different papers about leadership education. Since the first edition last summer, I've received about 30 queries from authors about the appropriateness of topics and I received a dozen manuscript submittals. Of the many queries I hope, and anticipate, that most of the individuals will submit a paper in the next year. Their interest shows that JOLE has identified and is filling a key niche -- at the nexus of leadership and education. This niche is of great interest to many people in many disciplines, from high school and college leadership programming, to community leadership training, to institutional and business training, to military leadership studies.

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Authors Mark Dean and Andrew Meyer provide a comprehensive review of the rapidly developing field of coaching: leadership education on a one-to-one basis. This is a seminal paper that should be referenced in many papers to come.

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Frederick Rohs, in Improving the Evaluation of Leadership Programs: Control Response Shift, takes on Chris Townsend's challenge to address, Does it matter? Rohs discussion of "then" and pre" studies clarifies how measuring pre- and post-conditions is better accomplished..

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Chris Crawford and Sue Strohkirch take on another emerging, 21st Century issue -- Leadership Education for Knowledge Organizations. Their "primer" provides the overview of where we've been and where we are going as the context of leadership education becomes increasingly knowledge driven.

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The last paper in this volume struck the editor and reviewers as offering a level of focus -- on six individuals -- that is very uncommon in, but highly valuable to, leadership education. After all, leadership is about individuals, while most often we are thinking about models, trends, theories, and practices. In Voices of Leadership, author Donald DiPaolo, shares with readers the fresh voices of six young fraternity men. You might not agree with their perspectives but you can't deny they are provocative in their challenge to leadership educators.

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Extending Self-Efficacy Theory to Leadership, by Michael McCormick, Jesus Tanguma, and Anita Sohn Lopez-Forment, applies the theory of self-efficacy to leadership performance. This solid, introductory paper suggests that there is much potential for future development of leadership education that achieves self-efficacy.

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