Volume 3, Issue 3 - Winter 2004

The Dean asked me the other day if I would implement what I teach. He wondered if leadership educators could actually be leaders. I pondered his question and decided, yes, leadership educators can implement what we teach. In fact, if we are provided leadership education opportunities, we would enhance our own leadership skills just as we enhance the skills of our students.

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How will the new generations lead? Rosenbusch and Townsend investigated this question by asking members of Generation X about their transformational and transactional leadership attributes. Although described as very different from preceding generations (Baby Boomers and Veterans), the results of this study indicated that Generation X members retained the same transformational and transactional leadership behaviors as their elders.

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This manuscript provides a new look at using popular film to educate students about leadership and Emotional Intelligence. Graham, Ackermann, and Maxwell described the components of Emotional Intelligence and linked these components to various popular movies. They provided leadership educators with a great reference for how to teach Emotional Intelligence as a part of leadership studies.

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Character education programs have a significant impact on groups. Harms, Fritz, and Rockwell explored how teachers and extension faculty members implemented what they learned in their various character education programs. The researchers found a clear link with character education and how the participants considered other peoples’ feelings and resolved conflict. Their results have a potential impact for what leadership educators include in their curricula.

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References to Service Learning continue to develop so this manuscript is a timely publication. It provides assistance to those incorporating Service Learning as a part of a youth leadership program. Hoover and Webster studied college students who used guided reflection and other components of Service Learning as a part of an experiential learning strategy.

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In their paper, Borgese, Deutsch, and Winkler described a program to implement a leadership education program for diverse student populations. Their experiences at Kingsborough Community College, City University of New York documented how they created and executed a first-year leadership program. This article provides an insight into the successes of teaching students from different backgrounds.

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Women and men negotiate differently – or more commonly, women do not negotiate. Tack and McNutt document the literature describing negotiation from a gender perspective and encourage leadership educators to incorporate negotiation strategies into their courses.

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