What types of scholarship should be published in The Journal of Leadership Education (JOLE)? What body of scholarly knowledge is expanded by the journal and how is JOLE unique from other journals? Is it time to create a national agenda for research in leadership education and who might play a part in shaping the research agenda? These questions add to stimulating discussion and are critical as JOLE is discovered by numerous leadership and leadership education scholars. More and more writers are inquiring and submitting manuscripts for consideration by the JOLE Editorial Board. In addition, scholars are contacting the editor with questions about the types of research documents considered for submissions. For consideration by writers, then, is a restatement of the JOLE mission and consideration of a global research agenda for leadership education.
Erik Kelling and Tracy Hoover explored leadership development in different cultures in order to ascertain similarities and differences between the receiving groups. They validate a common theme that suggests that cultures dictate how leaders learn their skills. This document is an important baseline study to begin investigations among many diverse cultures found in the global society.
Stedman and Rudd investigated how certain leadership skills are manifested in volunteers who support a youth organization. They determined that these specific volunteers demonstrated competency in leadership and, in fact, scored higher scores for personal skills and organizational culture categories than other listed areas. An additional finding suggests that the volunteers were generally more transformational than transactional or laissez faire in their leadership style.
The authors of this manuscript sought to account for the development of a cognitive leadership model by participants of a long term leadership education program. McCormick and Dooley analyzed students’ leadership reflections and determined three models of leadership cognition. Most students cited they learned from their relationships with others while the minority indicated they used an influential model.
Joseph Guenthner and Lori Moore discuss one leadership education method used in a specific context. As a tool for leadership educators, they found that role playing is fun for students, enhances communication skills, and helps students articulate multiple arguments found within an issue. Graduates not only remember their role playing experience, they cite it as an important tool for their leadership development.
John Ricketts developed a correlational study to determine relationships between leadership training found in a specific leadership development program and the development of critical thinking skills. The investigated group consisted of youth organization members who participated in structured leadership development activities. The author’s findings indicate that relationships did occur and the young leaders enhanced their critical thinking skills.
Kaufman and Carter developed a project to ascertain how leadership education programs benefit the community. Their brief provides an in-depth look at how practical and popular leadership programs relate to leadership education theory. Specifically, they discovered a connection between social capital theory and the value of networking. This application brief is related to a specific context found in one industry’s program and has substantial merit for other industry-specific leadership education programs.