Bridgeforth brings the question of leadership education and curriculum development to the reader. In his manuscript, he reviews past leadership education activities and offers suggestions to those who develop leadership programs. His conclusions are bold and offer numerous critical thinking points for leadership educators.
Pennington takes the reader through a journey of developing a leadership minor at a public university. The writer’s experiences, questions, and solutions provide an insightful map of the process. The manuscript is filled with examples of the hurdles and successes found in the development of a leadership minor.
Most leadership educators support mentoring as a positive activity for employee development. Inzer and Crawford investigate mentoring documents that ascertain the positive and negative results of mentoring. This article offers readers a healthy discussion about the positive and not-so-positive activities surrounding mentoring programs.
Do you want to develop a global perspective for a leadership education program? In her manuscript, Robinson presents a plan to increase the global experiences of future leaders. She outlines shortfalls of programs and presents an educational design that can be useful in a variety of institutions.
Bruce, Boyd, and Dooley ponder the question of how leadership skills are acquired from experience in a youth organization. As with other research of this type, they find some positives as well as some negatives in intentional preparation of young leaders. Their manuscript provides multiple additional questions for future research in the area of youth leadership development and education.
White and Hollingsworth present a leadership education program housed at an all-male historically black college. This article contains practical and useful information that relates to all leadership educators. The authors’ combination of empirical and anecdotal data provides a well-rounded description of a powerful leadership education program.
An academic leadership course that was taught over the course of a college semester is analyzed by Williams and Townsend. In their research, they assess the self-perceptions of the former students as to what they remember and what they actually use in their daily lives. This research project provides some evidence that intentional leadership education programs are successful.
A past issue of JOLE was dedicated to “gender and leadership” manuscripts. Related to this issue, Susan Fritz and Joan Giesecke reviewed a book of interest to leadership educators. Read their review of: Same Difference: How Gender Myths are Hurting Our Relationships, Our Children, and Our Jobs (Barnett and Rivers, 2004) to add information to your leadership programs on gender and leadership issues.