Volume 13, Issue 2 – Spring 2014

Spring has Sprung!

Spring is easily my favorite time of year. There is almost an audible sign as the Earth stretches awake from its winter slumber. The colors and smells of the flowers and trees blooming are reminders to us all to wake up, shake off the winter, and enjoy some sunshine! There is nothing I like better than to enjoy a lunch and a good book out on our lawn here at NC State in the springtime sun. The energy during this time is just so invigorating!

This season also brings with it the dreaded spring cleaning! When I was a kid, spring cleaning meant some quality time with buckets and rags washing windows, floors and baseboards with my mom and grandma. And even though I still don’t necessarily like the chores, I try to find the beauty in readying our home for the busy months of spring and summer when instead of being inside cleaning we’d rather be out enjoying the company of family and friends.

Here at JOLE we’re also taking some time this spring for some stretching and renewing. If you serve as a reviewer for the journal you should have received an email asking you to renew your reviewer position for another year. This is a yearly exercise that we use to make sure everyone who would like to continue reviewing can do so, and those that need some time off, can take that time! Your Editing Managing Board also meets in the spring to tackle the issues on the journal’s docket like our financial outlook, contractual agreements, and vision for the future. This spring they are also putting the final touches on a journal survey where we’re asking about your thoughts on some items coming up for JOLE. As always, it’s busy but exciting.

This spring I wish for you time to stretch, to renew yourself, and to enjoy some sunshine! Here’s to an amazing Spring! 

This descriptive study used an interview protocol developed by the Center for Creative Leadership with 50 college student leaders to determine what key developmental events young college leaders experience and the leadership lessons learned from these events. Top lessons included communication, self-identity, leadership identity, and developing leadership task and management skills. Findings suggest that faculty and administrators involved with student leaders can help the students take a proactive approach to developing themselves as leaders by targeting important events and important lessons to learn.

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In the 21st century, effective church leaders need to be prepared to emphasize and demonstrate ethical leadership, personal responsibility, and community service. The foundation for success in all those areas lies in the ability of church leaders to initiate, develop, and maintain positive functioning relationships. Based on over 40 years experience in various church leadership roles, the author provides his unique relational principles of effective church leadership, including (a) mission, (b) conflict management, (c) power and influence, (d) collaboration, (e) emotions are facts, (f) forgiveness, (g) reconciliation, and (h) love.

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Quality educational leadership preparation has positive influences on practices of graduates. This research explores the sources of principals’ selfassessed leadership practices in Central Finland and identifies areas for more emphasis. This multiple case study employed eight semi-structured individual interviews as means of data collection. From the findings, besides personal experiences, knowledge from course, and field work, leadership and networking are also major sources of principals' practices. 

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This article highlights the West Chester University Honors College (WCUHC), a highly selective, four-year program for undergraduate students. The following article outlines a program that meets all of these important goals: leadership development using liberal education while working within larger institutional goals, an interdisciplinary perspective to leadership development, and the meaningful application of leadership skills in the classroom and in the community through scholarship and service.

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This paper explores the implications of using Apple co-founder and former CEO Steve Jobs as a “paradigm case” of transformational leadership by comparing the practical metadiscourse of remembrances published at the time of his passing to the theoretical metadiscourse of transformational leadership. The authors report the frequency of transformational leadership characteristics that appeared in characterizations of Jobs in the months after his passing in October 2011. Results show that people do remember Jobs as a leader, and as one who possessed three key personal characteristics of a transformational leader: creative, passionate, and visionary. 

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To meet the demands for effective leadership, leadership educators should integrate high-impact practices for students to develop, practice, and evaluate their leadership knowledge, skills, and abilities. The purpose of this application brief is to describe how undergraduate leadership teaching assistant (ULTA) experiences can be a high- impact practice for undergraduates studying leadership. The ULTA experience at Texas A&M University in the Agricultural Leadership, Education, and Communications (ALEC) department was examined using the six characteristics purported by Kuh (2008) to describe effective high impact practices: considerable time and effort to purposeful tasks, interaction with faculty and peers on substantive matters, increased likelihood of experiencing diversity, frequent feedback on performance, application of learning to different settings, and better understanding of self in relation to others. 

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Higher education in the United States has become increasingly diverse in recent decades. Greater numbers of minority students are attending higher education institutions; however, enrollment among the Native American student population has remained steady, ranging only from 0.7% to 1.0% of total enrollments between 1976 and 2007 (NCES, 2009). In 2007, there were 25,063 Native American students in the higher education system (NCES, 2010). For Native American students, student support and development programs are essential, particularly at non-Native colleges and universities (NNCUs). Vital aspects of these programs are the inclusions of culturally sensitive leadership perspectives and leadership development. This research study explores this topic.

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There has been a great deal of discussion in recent years focusing on the need for teachers to have leadership responsibilities and to participate in the decision-making processes within their respective schools. Unfortunately, these discussions are often filled with suggestions and recommendations that completely miss the point about teacher leadership. Leadership for teachers has little to do with titles and responsibilities, yet it has everything to do with their performance in the classroom. A true teacher leader is one who can create a classroom environment that fosters high achievement among the students. Teachers that can influence and gain the respect of their students are in essence bona fide leaders.

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A sample (N=81) of undergraduates participating in a semester-long team-project engineering course completed assessments of their leadership competence, motivation to lead, and leadership self-efficacy, as well as the leadership competence of their peers who served within their durable teams. Results indicated that peers scored students lower than students scored themselves; that males deflated the transactional leadership scores of the female peers they assessed; and that the strongest individual predictor of teammate assigned scores was a student’s affective-identity motivation to lead (i.e. the degree to which they considered themselves a natural leader). 

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This idea brief explores the leadership lessons displayed by the characters of Louis L’Amour’s western novels. Western fiction can be a powerful tool to engage students and demonstrate many leadership theories and models. This brief examines how L’Amour’s characters can be used to illustrate Kouzes and Posner’s Five Practices of Exemplary Leaders. The author will demonstrate how western literature, specifically L’Amour’s novels, can be a tool to help students see leadership in a new light.

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© 2015 Association of Leadership Educators

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