Volume 2, Issue 1 - Summer 2003

The context for this issue begins with a thought about where research of and by leadership educators is now - on the cusp of something great. The editorial staff of JOLE is proud to be able to offer five articles that attack issues of leadership education on the center and at the edges, well into the past, but with an eye on the future. The editorial staff was quite pleased with the breadth of submission for this issue, offering a wide variety of topics that will be sure to stimulate thinking for most leadership educators.

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Professor Harter forces us to look back to an author of legend - William James - in an effort to clarify what great thoughts were occurring in the late 19th century. Harter provides great basis from which one might argue that leadership education, though not formal, happened even then to more participants than one might imagine. James puts the individual leader at the center of the leadership equation, a view which may have waned in recent leadership literature. Enjoy this provocative piece on leaders and change based in an earlier time!

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Professor Johnson provides some very important insight into the role of ethics, a topic for which his name has become synonymous. Johnson clarifies something that all leadership educators know, but few feel great about - the ethics of leadership in a complex society. Johnson provides us with an exceptional lesson in the unethical acts of the few can impact so many. Johnson remind us all that ethics is not just a chapter at the end of the book, especially when the implications of unethical behavior have such deleterious effects on society and the people that are directly touched.

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In this piece, Professor Watt provides some interesting perspective on the curriculum development. Watt submits that the Hosford (1973) model of curriculum development provides a real foundation from which to build leadership curriculum. Hosford tightly integrates curriculum, instruction, and teaching through detailed analysis on eight different areas of concern. This article is a must-read for those about to undertake curriculum development efforts.

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To say that the environment that leadership exists within is speeding up and becoming more complex is to simply restate that which we already know - it is a given. Professors Crawford, Gould, and Scott provide some empirical study on the nature of innovation as it relates to transformational leadership. These authors purport that technologically innovative leadership emerges in two distinct styles - the champion and the techie. Each style offers different methods designed to motivate followers. The implications for leadership educators should be clear after reviewing this piece - leadership and innovation will necessarily become more connected as our society becomes more dependent on technological solutions.

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In this article, Professors Pennington, Townsend, and Cummins expose the role of organizational cultures in the ability to engage Kouzes and Posner's leadership practices. Clearly there is a strong theoretical foundation, but a very innovative flair is added when these authors report their findings from recent empirical work in the area.

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