I always love the new year. It seems like a natural time to begin new things – you know, make changes. In 2013 you may notice a few changes to JOLE. The first change you may notice is the implementation of the Fast Track submission and tracking system. In the last 18 months, submissions to JOLE have grown tremendously. Managing submissions and the review process has become quite cumbersome. Fast Track will provide a more efficient submission and review process. Check the JOLE webpage for updates as we implement this process. We have also begun the process of developing the Impact Factor for JOLE. The Impact Factor is a measure that reflects the average number of citations to recent articles published in a journal. Thompson Institute for Scientific Information tabulates the frequency that articles from a journal are cited over a two year period. This is actually a three-year process because we have to submit two current years to calculate the impact factor. Providing the impact factor is an important service to JOLE’s authors as more and more tenure and promotion committees have requested this information of their faculty. DOI numbers (Digital Object Identifiers) are unique identifying numbers assigned to articles that insure that the article can always be found. This insures the permanency of digital literature. This is another long-term project that we will begin in 2013. Assigning DOI numbers to every article published in JOLE will take some time, but will truly bring JOLE into the digital age. Are there some other things that we can do to improve JOLE for you as an author or reader? Please let me or other members of the Editing Managing Board know. Forty manuscripts were submitted for the Winter 2013 issue with 18 being accepted for publication – a 45% acceptance rate. This acceptance rate is higher than normal (usually 25-26%) but reflects the quality of the manuscripts being submitted to the journal. I hope that you find that these articles inform both your teaching and your perspective of leadership and leadership education.
The first commentary is by ALE President, Tony Andenoro. Tony describes the process of developing the Inaugural National Leadership Education Research Agenda. The goal of the project is to create a guiding document to assist in further defining Leadership Education as a discipline and provide directional research priorities for that discipline. The commentary provides a foundational understanding and creates transparency for the process in an effort to solicit collaborative partnerships and dialogue that will ultimately provide more holistic research priorities and enhanced opportunities for scholarship within Leadership Education.
Students in Greek Life are directed to demonstrate their leadership abilities, whether it is with their philanthropy of choice, within their chapter, or within the larger university setting. Mills and Bruce examined the leadership competencies of students who choose to become involved in Greek Life. Results of this study could be used to assist in driving the mandatory programming in Greek Life in an effort to create more purposeful and directed programming for this audience.
In the next commentary, Samuels, Lindsay, Watola, Walliser, and Reimer suggest that education should focus on better preparing our leaders using a broad survey framework instead of a single leadership approach as the only basis for their development. The modern environment in which leaders operate is complex, dynamic, and ambiguous. In such contexts, it is better to have a full toolbox of leadership approaches. Leaders can then select the right tool or combination of tools for the occasion, rather than rely on a single tool for all occasions.
Ferrell, Boyd, and Rayfieldexamined Texas FFA officers’ perceptions regarding the traits and characteristics that good followers possess. Their findings reveal that these young leaders have a limited level of understanding of what constitutes a good follower. In addition, male and female leaders exhibited noticeable differences in their descriptions of good followers. The study reveals implications for not only FFA, but other youth leadership programs .
Outstanding Practice Paper: 2012 ALE Conference
Priest, Kaufman, Brunton, and Seibeloutline the philosophy of appreciative inquiry (AI) as it applies to organizational development, illustrate AI practices associated with a five-stage model, and highlight three examples that can be used as models for leading change in a variety of organizational situations. The authors describe how they used AI to facilitate the strategic planning/organization process at Virginia Tech University.
What role do volunteer peer leaders in non-formalized leadership roles play in membership-based organizations? Gordon and Ellis examined these roles in a beef industry organization and identified seven themes that identified the central phenomenon and seven traits that described leaders in the beef industry.
Odom, Jarvis, Sandlin, and Peek describe the advantages and disadvantages of using social media in the leadership classroom. One key advantage was that the use of social media increased the quality and efficiency of communications between the students and instructor.
McClellan discusses the role of academic advising as a strategic partner with classroom and extra-curricular leadership development programs. He discusses the similarity in advising outcomes and leadership development outcomes, and examines how the roles of academic advisors in higher education relate to leadership development, as well as how advisors can become intentional leadership educators.
Social capital, once studied primarily in the social and political sciences, has become increasingly important in the organizational sciences as a mechanism for the creation and maintenance of healthy organizational life. Roberts’ study describes how leaders developed social capital through an action-learning process in a regional health system. She describes the implications of developing social capital in other contexts.
Maellaro notes that most reflective writing assignments only use the first two stages of Kolb’s experiential learning model. She describes agraduate learning journal assignment that incorporates all phases of Kolb’s model. The assignment’s success in creating a bridge between simply learning about leadership and actually putting leadership knowledge into practice is grounded in three learning theories, which are also discussed.
Massey, Sulak, and Sriram identify key elements in pedagogical frameworks that support and impede the leadership development of students and propose strategies to enhance the learning outcomes established for leadership development.
Williams describes an assignment that helps students better understand the development and socialization of moral behavior. The use of ethical artifacts engaged students’ higher-order thinking skills in improving their conceptualization of moral development.
Haber-Curran and Tillapaugh describe a qualitative study that examined student-centered and inquiry-focused pedagogical approaches in a capstone leadership course. In this course, students’ understandings of the concept of leadership were broadened. Their findings suggest three prominent experiences as contributing to students’ learning.
Seger and Bergsten describe a process of practicing leadership in the class room to teach leadership rather than simply teaching about leadership. Leadership is viewed more as a mutual relationship rather than certain personality traits of the leader.
Soria, Nobbe, and Finkexamined relationships between students’ engagement in community service in different contexts and their development of socially responsible leadership. Their findings suggest some avenues for participating in community service may be more effective than others.
Raffo presents a lesson for teaching students about followership in contemporary society by including key concepts and follower characteristics followed by class activities and assignments designed to engage students in active learning and self-reflective processes.
Morgan, King, Rudd, and Kaufman sought the opinions of 15 agricultural leadership experts on what should be the objectives of agricultural leadership programs, what courses should be taught, the importance of internships, and the identification of potential careers for agricultural leadership graduates. Their findings are informative and may contribute to the national discussion of a leadership agenda.
Before we can get into the How? And What? of leadership, Caufield suggests that we must first answer the Why? of leadership. Why does leadership exist? Caufield states that the answer to this question informs how we approach leadership development.
© 2015 Association of Leadership Educators