Volume 3, Issue 3 - Winter 2004

In this application brief the author shares a case study assignment used in Leadership in Complex Organizations classes to promote creativity in problem solving. Ph.D. students were sorted into two teams trained to use creative writing techniques to encode theory into their own cases. A sense of competition emerged. Later, teams swapped cases for analysis and decoding. The approach became known as “reverse case study.” Summative course evaluations revealed four important instructional themes: (1) students were able to apply and learn leadership and organizational theories, (2) students were able to build rapport and create bonds with fellow students, (3) students explored creativity, and (4) students explored the perspective of “the other.”

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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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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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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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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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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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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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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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© 2015 Association of Leadership Educators

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