Volume 10, Issue 2 -- Summer 2011

Jenkins and Cutchens present research on the development of a theory of applied critical thinking in leadership studies. A qualitative analysis of students’ written assignments was conducted and 12 actions that leaders must take to lead critically emerged.

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Barbuto and Hayden present research that tested the relationship between servant leadership dimensions and leader member exchange (LMX) quality. Followers rated leaders on the servant leadership questionnaire and the LMX-7 and strong correlations were found.

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Lane and Chapman present research into the relationship between hope and strengths self-efficacy and the values of the Social Change Model of Leadership (SCM). Significant correlation was found between both hope and strengths self-efficacy to the individual values of the SCM.

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The effect of a leadership course on students’ score on the Socially Responsible Leadership Scale (SRLS) was tested by Buschlen and Dvorak in a quasi-experimental design. Students enrolled in an introductory leadership course increased their SRLS score a significant amount when compared to those in a control group.

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Reynolds proposes a theoretical framework that examines servant-leadership through the lens of gender.Servant-leadership is suggested as a framework for studying leadership with a gender-integrative approach.

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Facca and Allen present research analyzing student results from the Emotionally Intelligent Leadership for Sudents - Inventory via cluster analysis. Three clusters for segmenting students were found: those that are ‘Less-involved, Less Others-oriented,’ ‘Self Improvers,’ and ‘Involved Leaders for Others.’

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A model for the stages of leadership development is proposed by Bongila. Of particular focus is the influence of seven factors on the development of Genghis Khan, George Washington and Nelson Mandela, three leaders who brought about the unification of people into a nation/territory.

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Grandzol presents an investigation of the role of task dependence on the leadership development of collegiate sports team captains using the Student Leadership Practices Inventory (SLPI). Captains of both independent team sports and interdependent team sports developed leadership skills at a similar rate, thus development was not found to be task dependent.

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Linn offers a creative way for students to help identify their vision of self through the selection of a hero from pop culture with whom they identify. Hero selection helped students examine and revise their personal model of leadership.

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Through semi-structured interviews, Baughman and Bruce investigated how minority student leaders make meaning of their leadership experiences. Multiple themes were found, including students’ strong personal motivation to participate in student leadership positions.

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