Volume 13, Issue 1 – Winter 2014

New Year…New You?

If you’re like me, at this time of year, you indulge in reading all of the year end lists, and then the resolution lists. It seems like you can’t go more than a few steps (or Internet clicks) without seeing something about foods to eat (or avoid), new exercises to try (or stop), places to visit, and tips to organize or de-stress your life. There are lists of resolutions to have, to skip, and how best to achieve them and a myriad of suggestions for how to be better version of you as you step into 2014. 

I’ll admit it, I love those lists. I find them a fascinating look into the human psycheundefinedwhat are we worried about? What are we focusing on? What motivates us? How are we seizing the day? And at this time of year, particularly, what are we doing to make us the best “us” we can be moving forward? As a wife, mom, editor, and teacher, I find myself asking all of those questions as well! After all, there’s no time like the present to look ahead and work on being a greater, better version of ourselves!

JOLE is no different. As we move firmly into 2014 and our second decade, the Editing Managing Board, the Editorial Review Board, our fantastic JOLE staff volunteers, and I are always looking at ways to move the journal forward. We will broaden our audience, expand our reach and our knowledge base, and have the work of our authors recognized by people outside of our traditional circles. As we do that we recognize that, sometimes, these steps won’t come without a priceundefineda growing pain or two. But isn’t that the beauty, the very essence of improvement? The realization that the small pains bring the gains?

I’m excited about what’s on the horizon for JOLE and our authors! JOLE is full of potential and I am committed to continuing the momentum we’ve built over the last year. Let’s make 2014 OUR time. Join us! Share JOLE with your friends and colleagues. Tell a fellow faculty member about us! Send in an article (or two). And together let’s seize the day!

Undergraduate leadership courses are becoming increasingly important venues to promote civic engagement. This study examined 77 introductory undergraduate leadership courses and the role of civic engagement in these courses. Results indicate that civic engagement components are not widely utilized, and when they are part of the curricula, their implementation and design vary. Recommendations for improving undergraduate leadership curricula are offered.

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This paper traces the consequences of this widening gulf for teaching leadership and strategy in the classroom. It explores how an integrated approach to teaching leadership and strategy would better prepare today’s students for the challenges they will face as future business leaders.

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This study examined the associations between undergraduate students’ socioeconomic background and their participation as positional leaders at six large, public research universities. Results from logistic regressions predicting positional leadership in student organizations suggested that first-generation students and students from low-income backgrounds were significantly less likely to participate in positional leadership positions controlling for demographic, environmental, and leadership interest variables.

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Global leadership programs framed within singular cultural contexts do not promote authentic leadership. An interdisciplinary global leadership course aims to promote authentic unlearning and inclusive leadership education via learning for liberation projects which address a global social justice issue. Student groups direct their own journey and inspire unlearning by interacting with others who are culturally and ideologically different.

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The purpose of this paper is to examine the impact of age and gender on student leadership capacity during a 16-week, for-credit academic leadership course at a regional mid-western university. The course promoted the tenets of the Social Change Model of Leadership (SCM) through theoretical and application-based projectsThe findings suggest age does not mediate students’ capacities for socially responsible leadership, but gender does for the SCM domains of collaboration and citizenship.

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Leaders often find themselves encumbered by many challenges. Because of these hurdles, leaders may lose sight of their holistic wellbeing. Wellbeing is a combination of the quality and cumulative effects of work, life, health, relationships, and community. Leaders with higher levels of wellbeing are likely to be more effective, productive, and foster quality relationships with followers. This practice paper details a guided meditation methodology that creates a safe space for leaders to remove mental distractions, reflect on their current state of wellbeing, and develop increased levels of self-awareness.

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Leadership behaviors of undergraduates (n=1103) were examined using the Student Leadership Practice Inventory (SLPI). The practice of leadership behaviors increased significantly from freshman to juniors and from juniors to seniors. However, each class was significantly less likely to practice the Challenge the Process behavior and significantly more likely to practice the Enable Others to Act behavior. Experience with different types of leadership roles were related to higher SLPI practice scores. 

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My study and practice of yoga have impacted my understanding of leadership and changed how I teach it. After providing an overview of the history of yoga, this paper discusses how yoga has informed and influenced my teaching of leadership. The concepts of knowing oneself, Kula, being present, and ethics are central to both yoga and leadership education. The paper also describes the health benefits of practicing yoga for leaders.

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Through the study of leadership, the concept of leadership effectiveness and its importance has emerged. Effective leadership contributes to successful organizations (Amagoh, 2009; Leithwood, Jantzi, & Steinbach, 1999). Using Seiler and Pfister’s (2009) Dynamic Five-Factor Model of Leadership as the theoretical frame, a qualitative study of leadership effectiveness influencers of Agricultural and Extension Education department heads was completed. 

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The purpose of this article is to describe the Doctoral Student Leadership Institute, an initiative developed to hone the leadership skills of doctoral students from a wide range of disciplines. The components of the Institute and preliminary assessment measures with findings are discussed. Authors hope this article will inspire other institutions to be forward-thinking in how they can best meet the leadership needs of their current and future graduate students.

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© 2015 Association of Leadership Educators

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