The Journal of Leadership Education (JOLE) was published only 1 time during the 2007 calendar year. Therefore, this issue – Winter, 2007, Volume 6, Number 1 – is the only JOLE published for 2007. Although only 1 edition of JOLE was completed in 2007, it is an excellent volume of peer-reviewed scholarly manuscripts that to add to the body of knowledge in leadership education.
John Pijanowski developed a theoretical basis for incorporating ethics into leadership education. He identifies his theory in this manuscript. The author poses that an increase of ethics studies in leadership education may have been a result of several external factors including accreditation activities. His manuscript provides a broad review of ethics as subject matter content as well as the case for including ethics in pre-professional and professional curricula.
Horstmeier and Nall are represented in two Research Features that study American rural youth and their connection to community leadership. This manuscript utilized a select and purposive group in qualitative interviews to ascertain how youth in a leadership organization understand their community and potential impact.
Paul Arsenault proposes a theoretical model for developing a university level leadership seminar. In this manuscript he presents his theory used to develop the seminar objectives, shares the curriculum content, and offers suggestions for future adaptations. This manuscript provides another essential component to creating the theory in support of successful leadership education program development.
Horstmeier and Nall's second manuscript utilized a quantitative questionnaire to identify how activities performed within their youth chapter (club) prepared them to be productive citizens. The researchers found that particular youth leadership activities did assist youth leaders in understanding themselves and interacting with others within the community.
Ernest L. Stech theorizes three leadership paradigms. He poses that the empirical, biographical, and ideological paradigms are critical to leadership educators in development of leadership education program objectives and assessments. This manuscript presents a scholarly view of the definition of leadership best practices.
John Ricketts, Kerry Priest, and Ben Lastly conducted a research study of high school students’ leadership development as a result of a leadership workshop. The manuscript documents the results of the students’ perception of their leadership best practices according to the Student Leadership Practices Inventory (LPI). The researchers found that following the leadership conference the students were not in the highest normative group according to earlier data collected by Kouzes and Posner. Conclusions by the researchers offer insight into how the development and execution of leadership conferences may enhance the participants’ leadership practices.
Blackwell, Cummins, Townsend, and Cummings studied a specialized onesemester collegiate leadership class. In their manuscript, they found that participants perceived enhancement of four leadership outcomes for the course. The educators sought to improve “practical and adaptive skills (that) constitute(d) leadership qualities found in several notable studies and related literature.” The participating students perceived improvement in problem definition, discovery of research alternatives, delegation/teamwork, and achievable challenges.
Donna Scheffert discovered that the duration of leadership programs had consistent improvement in leadership skill and knowledge. She studied participants in community leadership programs. She reported that although leadership skills were enhanced with duration, desire to attain leadership positions were not related to the length of the program. Leadership educators reviewing this study have the opportunity to evaluate a contextual application that aspires to improve leadership skills as well as increase desire for leadership positions.
Bruce and Ricketts explored a youth organization’s specialized activity to develop educational recommendations for a particular leadership experience. In this study, the youth organization utilized a nominating committee for selection of national officers. The Evaluation of the National FFA Nominating Committee Training provides readers a results-oriented study that provides suggestions on leadership education in a specialized context. An example of their findings suggests that training objectives include purposeful development of group norms. Further reading provides additional suggestions for contextual leadership education best practices.
Nicole Stedman and Anthony Andenoro sought to enhance leadership education by linking thinking and emotions. They studied college leadership students and their results are presented in this manuscript. The researchers concluded that as students engage in emotional intelligence, critical thinking skills improve and leadership best practices are enhanced.
Christine Wetherholt Cugliari and Garee W. Earnest studied rural community leadership. In their manuscript, they document that community leaders create a vision for the community and enhancement for philanthropic activity. This manuscript’s contribution to leadership education is critical in that leadership educators are presented best practices that may be transferred to additional contexts. For example, the authors found leaders must gain trust of constituents and build a vision that helps participants feel a part of “something larger than themselves.”
Pennington-Weeks and Kelsey explored team process in a university leadership class environment. Using a mixed-method research methodology, they identified the organizational cultures that exist within teams. In addition, they accounted for the leadership perceptions that are found within teams and provide several suggestions to instructors to enhance team performance.
Susan Beck-Frazier, Larry Nash White, and Cheryl McFadden explored two major questions: What do college deans self-identify as their prominent leadership behavior and to what extent do deans use multiple leadership behaviors? In their manuscript they discussed how leading a college necessitates the acceptance of multiple leadership perspectives. In addition, the researchers concluded that political framing may be important in a dean’s skills in dealing with issues and needs found in higher education. The study was placed within a university setting but readers will find many commonalities with other contexts – especially those in non-profit organizational settings.
Brent J. Goertzen and Chapman Rackaway discuss an in-class simulation exercise that is specific to one context (social security reform). The authors combined a Political Science course in Interest Groups and Lobbying with an Ethics in Leadership course. They provide the objectives for the simulation as well as outcomes and suggestions for future improvement. The manuscript provides the reader with a suggestion for how leadership can be simulated within a classroom.
McCormick and Tanguma studied Bandura’s self-efficacy model relating to leadership education. Their paper identifies that leadership self-efficacy may relate to pre-training self-efficacy regardless of whether a student enrolled in a leadership course or a psychology course. The concept of leadership self-efficacy is one that may have a dramatic impact on the development of leadership education courses and programs.