Jenkins conducted a national survey to identify instructional strategies most used by leadership educators. This paper was selected as the Outstanding Research Paper at the 2011 Association of Leadership Educators’ Conference. Jenkins discovered that class discussion was the signature pedagogy used in undergraduate leadership education. Read further to discover the remaining strategies that made the top ten.
Rosch and Caza examined the impact of short-term leadership programs on students using the Socially Responsible Leadership Scale. Their findings indicate that some leadership competencies can be enhanced through short-term programs while other competencies may require longer duration efforts.
Most leadership educators describe themselves as facilitators of learning as opposed to teachers or instructors, but this rarely happens in reality. Bright, Turesky, Putzel, and Stang describe a case where the instructors allowed the classroom culture to emerge, allowing the students to practice leadership in developing the classroom structure and culture.
Odom, Boyd, and Williams examined the impact that Personal Growth Projects (PGP) had on students in a personal leadership education course. Written reflections from the PGP assignments were analyzed through the lens of the Leadership Identity Development model (LID). The Personal Growth Project contributed to the development of students’ leadership identity, especially in the “developing-self” component of the LID model.
Allen, Shankman, and Miguel outline a theory of Emotionally Intelligent Leadership (EIL) that combines the relevant models and theories in leadership with that of emotional intelligence. They describe 21 capacities thatequip individuals with the knowledge, skills, abilities and other characteristics to achieve desired results.
Reflection on one’s leadership journey is a powerful tool to understanding leadership development. Kleihauer, Stephens, and Hart examined the leadership journeys of six female deans of agriculture. What factors contributed to their success? While it may not surprise the readers that family support was important, other factors may surprise you. Read further to find out about these six fascinating women.
Patti, Holzer, Stern, and Bracket describe a coaching strategy that they successfully use in leadership training and development for teacher and administrative leaders. Their strategy encompasses reflective practices that cultivate self-awareness, emotion management, social awareness, and relationship management.
The roles that students’ have in extracurricular activities, as well as the support of family and other adults, has a significant impact on students’ perceptions of their leadership skills. Hancock, Dyk, and Jones’s used the Search Institute’s Profiles of Student Life: Attitudes and Behaviors instrument and the 4-H Essential Elements in their study of 647 high school students. They recommend that youth-adult relationships exist as formal mentoring relationships to enhance students’ perceptions of their leadership skills.
Leadership programs are challenged to produce evidence of their impact while also evaluating for formative purposes. Buskey and Karvonen outline a collaborative process for evaluating a leadership program that uses multiple sources of data, yet is not burdensome to faculty or participants.
Student leadership learning may not be occurring at the depth that most educators believe. Peterson and Peterson examined the critical managerial leadership behaviors that student leaders require to move their organizations forward. Among the eight critical behaviors identified in the study, building trust and credibility was seen as the most important by participants.
Leadership occurs across many contexts. Simpson, Evans, and Reeve describe a leadership development program for chemical engineering students. Components of the program include Self, Relational, Organizational, and Societal Leadership components. Their program encompasses curricular, co-curricular, and extra-curricular activities to engage the students.
What’s Context Got to Do With It is not a hit song by Tina Turner, but a hit manuscript by Kaufman, Rateau, Carter, and Strickland. The authors examine the components for an emerging leadership program for the agricultural sector from the viewpoint of stakeholders. Existing leadership programs set in the context of agriculture are used as the lens for this research.
Lockett and Boyd offer specific methods that administrators of volunteers can use to specifically foster the leadership development of volunteers. While the authors use the context of Cooperative Extension programs, their suggestions have implications for all contexts in which volunteers operate.
When do students first become aware of being involved in leadership and what do they believe influenced their leadership? These are important questions that can guide educators in designing effective leadership development programs. Shehane, Sturtevant, Moore, and Dooley identified two themes related to leadership awareness, pre-college and positional versus non-positional roles, and four themes related to perceived leadership influences: external role models, internal beliefs, previous experience, and types of leadership/leadership philosophy.
Hull and Allen examine the leadership of generals Robert E. Lee and George B. McClellan during the battle of Antietam in 1862.The 5Ps Leadership Analysis is used as the tool to analyze their leadership effectiveness and to draw implications for leadership in today’s organizations. The authors describe how this case can be used effectively in the classroom to critically analyze leadership and transfer that knowledge to modern contexts.
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