“Lights, Camera, Action!” We’ve all heard ancedotes of film directors shouting these words to motivate their crews in shooting the perfect movie scene. Although leaders do not shout out “lights, camera, action,” they do influence groups to accomplish tasks. This issue of JOLE contains several manuscripts that describe how leadership educators motivate groups to complete an objective. Whether a teacher in a classroom, a facilitator of training, or a researcher creating theory, the authors in this issue present several plans for successful leadership education.
Susan Fritz, Susan Williams, and John Barbuto disseminate n assessment identifying the leadership education needs of leadership program alumni. Training needs identified involved creating a vision, inspiring others, finding the right people, and influencing others. Readers will also find the methodology of this piece stimulating. The focus group techniques used is an important research tool for leadership educators seeking answers to intimate questions relating to program outcomes.
Graham, Sincoff, Baker, and Ackermann create an exciting and useful leadership education teaching tool in their article. Just like Dorothy and Toto, in the movie Wizard of Oz, leadership educators embark on new classroom ventures all the time. This manuscript uses Kouzes and Posner’s The Leadership Challenge as a template for teaching leadership theory through movies. The authors present teaching ideas that work with “students of leadership in any setting.”
Authors Carrie Fritz and Greg Miller look to the world of education in testing a supervisory model. As a part of their management activities, instructional leaders supervise teachers of all levels of experience. Teacher supervision can become complicated since the teacher’s clientele – students – do not remain constant. The authors propose a model that can be used to accommodate varying circumstances.
Garee Earnest reasons that leadership skills can be learned in a focused study-abroad program. Not only do leaders need to experience the global arena, they need to incorporate attitudes of change into their leadership tool kit. This manuscript describes a successful program that creates contemporary classrooms from diverse international venues.
In this manuscript, Robert Colvin presents leadership studies as a integrating discipline in undergraduate liberal education curricula. He argues that, since one mission for liberal educators is to prepare students for citizenship, then, a symbiotic relationship between liberal education and leadership studies is a natural event. He also proposes that the knowledge, attitudes, and skills necessary for effective leadership are closely aligned with learning outcomes of many college courses of study.
© 2015 Association of Leadership Educators