Volume 14, Issue 1

Winter 2015

Welcome 2015!

The start of a new year always brings with it an innate sense of hope and optimism. The slate is clean and on it, you can write your own story, whatever you’d like that story to be. Is there something new that you’d like to try in your leadership classrooms? Is there a new theory you would like to explore? A new collaboration to enter into? There is no time like the present!

The new year is also a time to dream. I was reminded of that this evening as I helped my 1st grader with her homework- a writing assignment titled “What I Want to Be When I Grow Up.” There are no limits to what her mind can dream and where she wants to go as she grows and that was an amazing thing to watch. I wish I could bottle that feeling and give it to all of my students and colleagues when we all “hit the wall” throughout the year. We don’t dream enough. We put limits on ourselves for all sort of reasons. We forget to live in optimism.

This year, I wish for all of you the opportunities to try new things, enter into new partnerships, and dream big dreams. JOLE will be here to help you share what you discover with your colleagues so that we can all become better and build our toolkits. May 2015 be our best year yet!

Jackie Bruce, Editor

Buschlen, Warner, and Goffnett conducted this qualitative study to evaluate two separate relief projects involving college students responding to two natural disasters in the United States. The researchers in this study sought to develop a deeper understanding of participant service experiences in relation to leadership education. This project provides a potential qualitative assessment process for similar endeavors useful for both educators and researchers alike.

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Bolton, Duncan, Fuhrman, and Flanders conducted a study exploring Collegiate Livestock Judging. Participants of this study indicated that their experience on a collegiate team helped them develop professional public speaking skills, learn the value of hard work and dedication, and be task and goal oriented.

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Soria, Snyder, and Reinhard examined higher education institutions’ contributions to college students’ civic engagement and multicultural competence as well as the relationships between these contributions and students’ development of an integrative leadership orientation. The results of this study suggest institutional efforts to develop students’ multicultural competence and civic engagement are positively associated with undergraduate students’ development of an integrative leadership orientation.

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Moore and Stewart conducted this study to empirically analyze sources cited in research features included in the JOLE from Volume 1, Issue 1 through Volume 12, Issue 1. A total of 125 research features were analyzed, resulting in 3,497 citations, and yielding an average of 28 citations per research feature.

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Boyland, Lehman, and Sriver investigated the performance of Indiana’s new principals per the Educational Leadership Constituent Council (ELCC) and the Indiana Content Standards for building-level leader preparation. Analysis of responses revealed that superintendents viewed their new principals as “proficient” in almost every area, with the highest mean observed in the category of Integrity.

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Hughes and Panzo share an idea brief surrounding a newly created and recently implemented, organizational leadership graduate degree program. This brief discusses and explores the creation and on-going development of the graduate program in leadership education as a whole through the pedagogical lens of Cultural-Historical Activity theory. The paper also describes the use of embedded assessments within the core classes that potentially provide the student with the knowledge and skills to successfully complete their applied research capstone project.

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Ho and Odom surveyed students in undergraduate leadership degree programs at Texas A&M University to determine their leadership mindset using hierarchical and systemic thinking preferences. Significant differences in thinking were found between gender and academic classification. Findings indicate formal leadership coursework influences students’ leadership mindsets.

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Boyd espouses that students are surrounded by and connected to pop culture and as such, pop culture can be used to gain their interest and help them see connections between moral theory and real-life moral dilemmas. In this case, the author discusses using Lone Survivor in a unit on applied ethics in a leadership course. 

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Burbach, Floress, and Kaufman conducted this exploratory study to determine the extent to which water-related leadership programs go beyond knowledge only, event-type workshops to determine what proportion are grounded in leadership theory, and employ developmental experiences with assessment, challenge, and support components. Results indicate that most water professionals and others seeking to develop 21st century leadership abilities and skills to manage water resources are not getting the developmental experiences they need. 

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Wilson used the Multicultural Competence in Student Affairs–Preliminary 2 (MCSA-P2) scale to measure multicultural competence among student affairs professionals responsible for leadership education. The author provides an analysis of results that suggests that multicultural competence may be reflected in practice, more specifically the design and structure, of leadership programs.

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Ahrens, Cox, Burris, and Dykes surveyed Arkansas FFA members after attending the 2012 Arkansas Leadership Conference to determine the leadership life skills developed while at the conference. This study also looked at relationships between FFA participants and FFA participation with youth leadership life skills and provides recommendations for future research and for practitioners

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Fischer, Wielkiewicz, Stelzner, Overland, and Meuwissen studied students in their first and senior years of college. Results are discussed relative to Leadership Identity Development theory (Komives, Owen, Longerbeam, Mainella, & Osteen, 2005) and ecological leadership theory (Wielkiewicz & Stelzner, 2005).

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Olive’s qualitative study explores the past experiences of six post-secondary students who self-identified as Lesbian, Gay, Bisexual, and/or Queer (LGBQ) and held leadership roles in student organizations at one large public institution. The purpose of this exploration was to better understand the impact of friendship on the development of a leadership identity.  A number of recommendations are made for higher education research and practice.

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© 2015 Association of Leadership Educators

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