The authors selected for publication in The Journal of Leadership Education continue to develop and enhance the body of knowledge surrounding leadership education theory and practice. As a refereed scholarly journal, it is the intention of the Journal of Leadership Education to provide a three-pronged forum for scholars to disseminate their discoveries. As the journal matures, it is time to reinforce and review the journal categories. The manuscript categories for the Journal of Leadership Education consist of Features, Briefs, and Commentaries. Scholars who study leadership education are encouraged to submit manuscripts to the categories related to their research and programmatic results.
Brungardt, Greenleaf, Brungardt, and Arensdorf investigated collegiate academic leadership programs located in the United States. Their study provides readers with an excellent review of how leadership programs differ throughout universities and colleges. Their conclusions are useful to evaluate current programs and plan programs for the future. In addition, they open the dialogue for longitudinal research to investigate career and life contributions of leadership education graduates.
This article provides readers with the results of a administrative leadership course. In this study, Kamler investigated a specific clientele – school principals – who participated in a role-play format to enhance their leadership skills. Kamler proposes that as the participants continue to discuss leadership dilemmas in their contexts (schools), they become more likely to make the right leadership decisions. This Application Brief is a good discussion of how to improve a practitioner’s leadership efficacy in the context of their careers.
A qualitative study to investigate implications of service learning in youth was completed by Webster, Bruce, and Hoover. Their article identifies several key components to implement teen service learning programs. The teens are able to articulate their contributions to community and service and suggest adults do not need to be the sole organizers of the projects. Adults are needed to assist in evaluation but may be able to release some planning authority to the teens. This study provides an important insight into how teens view the service learning component of leadership education.
Another type of leadership education practitioner is the volunteer leader. Nestor, McKee, and Culp isolated one specific volunteer leader in their study. As a representative group of volunteers who benefit from leadership education knowledge, these leaders did not share any one critical similarity. The study confirms that many people can become volunteer leaders and effectively support community and other youth development groups.
In another study, Real and Harlin discovered that a youth activity can build leadership skills. Their article identified one example of how an applied activity can make a difference in the leadership development of young people. One interesting conclusion is that females with previous leadership experience developed greater leadership efficacy than those females with no previous leadership experience. Their study provides a platform for other researchers to investigate the leadership education competencies developed in other youth activities.