The rigor and discovery of new theory in leadership education continues to evolve. The submissions to the journal have increased with each issue and the Editorial Board carefully deliberates and evaluates submissions with dedication and scholarship. It is exciting to watch the evolution of the Journal of Leadership Education continue its development with each issue.
The Journal of Leadership Education enables scholars to enhance the theory of leadership education through the creation of new theories. One such theory feature, authored by Trent A. Engbers, updates a theory of leadership education created in 1989. In his article, Engbers presents a theory that suggests an inclusive model of leadership education. He presents a model that utilizes individual and group functions in a campus environment.
In this manuscript, Hoover and Bruce investigated one youth leadership program that was conducted through a state officer system. They looked at the long term outcomes of officers from a 20 year span. They determined that being an leadership officer at the state level did create positive leadership development, personal growth, and a heightened level of community awareness.
Nathan Harter continued the development of leadership education theory in this paper. Like Engbers, Harter looked at an early philosophical anthropological leadership model and transforms it into a modern leadership theory. This manuscript offers readers a unique look at persons who are considered role models and, therefore, are considered exemplary people.
Kaufman and Rudd reviewed multiple studies to develop this manuscript. They determined that only 15 relevant research articles in the past 10 years and that the publications lacked adequate saturation of research. The researchers posed that the effectiveness of rural leadership development is severely threatened by this lack of published research.
Matthew Antos and Thomas H. Bruening reviewed Kirkpatrick’s Evaluation Model in their paper. Through their thorough investigation, the researchers investigated how evaluation affected transfer of training. The authors proposed that training may be impacted by a manager’s degree of transformational leadership.
Lori Moore and Justin Patten are authors of two research manuscripts for this issue of JOLE. This first paper examined differences in the confidence level of graduates of an adult leadership program. Their results indicated that graduate did gain confidence in technical awareness, networking, leadership, communication, professional development, and the legislative process.
Black, Meetzler, and Waldrum continued the theme of outcomes and evaluation of leadership education programs and reported results in this article. The researchers utilized the qualitative research paradigm to document outcomes of two leadership programs. The use of over 10 years of graduates’ responses generated results that suggest leadership program results rest within the individual based on their individual, organizational, and community orientations.
In the second Moore and Patten paper, the participants of an adult state leadership program reported that participants rated communication skills as the most frequently used skills and public speaking skills as the least frequently used skills emphasized within the program. In addition, participants perceived the program to have an impact in their career and their ability to set new goals in their careers. Participants suggested inclusion of content related to conducting business meetings and conflict management.
In this manuscript, Elizabeth Bolton and Lynda Spence discuss motives and experiences of founders of community based nonprofit organizations. They discovered that people who create community organizations are influenced by their early experiences and clearly perceive themselves as leaders. They propose that communities may utilize these findings to discover emerging leaders to develop non-profit society needs.
Stedman, Rutherford, and Roberts investigated the incorporation of leadership feedback as a feature of a collegiate student experience. In their paper, the researchers investigated collegiate internships and the enhancement of leadership outcomes through the use of feedback. Results of the study did not yield statistically significant differences between the students with directed feedback but did demonstrate observable differences in the mean scores. Replication of this study is recommended utilizing quantitative and qualitative measures to further understand how guided feedback within a specific project would affect leadership development.
Bruce, Webster, and Sinasky investigated leadership practices within a specific non-profit organization. For their paper, they utilized the quantitative research paradigm to gather “Multifactor Leadership (MLQ)” data for personnel who work specifically with youth leadership programs. Their results indicated that those who work with youth in this specific program were ofter transformational in their leadership orientation. However, they discovered that these youth leaders did not report wide usage for visioning and other critical transformational activities.
Judith A. Villard and Garee W. Earnest investigated the relationship of those in a job context and their supervisors’ “emotional intelligence.” In their manuscript, the researchers reported that there is not a significant relationship between emotional intelligence of unit directors and job satisfaction of staff. However, they did report some correlations between job satisfaction and selected demographic characteristics.
In their study and resulting paper, the researchers reported that these specific college outstanding college seniors had significant leadership development experiences in FFA and 4-H while in high school. In addition, the outstanding college seniors continued to participate in leadership activities within and outside of the College of Food, Agricultural, and Environmental Sciences. The study concluded that these outstanding seniors used their leadership to the benefit of the organizations.