Have you heard, “there is no ‘I’ in ‘Team”? Most leadership educators listen to it, use it, and are familiar with the message found within the phrase. “No ‘I’” has served leadership educators well for many years and might become an entry in the proverbial “leadership dictionary.” “No ‘I’” has helped get a good leadership message into everyday conversation.
Michael McCormick poses a provocative question in his commentary, “The Renaissance Art Academies: Implications for Education Practices and Research.” He ponders the question, is teaching leadership similar to teaching art? His response provides the reader with considerations in mentoring, communities of practice, and creativity.
Collegiate co-curricular involvement was the context for “Predicting the Individual Values of the Social Change Model of Leadership Development: The Role of college Students’ Leadership and Involvement Experiences.” Haber and Komives studied the effect of formal leadership roles on college students’ social responsibility. The authors analyzed data from an extensive undergraduate sample to ascertain the impact of various activities. The results provide significant findings to support involvement in student organizations as a part of the undergraduate experience.
“When Student Leaders Don’t” is an excellent partner to this issue’s commentary. Don DiPaolo writes that the goals of leadership educators and student leaders may not be an exact match. Readers of this Idea Brief find several examples that explore what we do and what we yield. “When Student Leaders Don’t” is an incubator for future research – is there a theory to explain the gap between the education and reality of leadership?
Sessa, Matos, and Hopkins move from the broad experience of a college student to a particular college course. In their research article, “Evaluating a College Leadership Course: What do Students Learn in a Leadership Course with a Service-Learning Component and How Deeply do They Learn it?” their authors studied a collegiate freshman course. As a result of their research, they conclude that service learning is an effective learning method for student leadership development.
Paul Olsen supplies a method of leadership education that can be infused directly into leadership education programs. His outline for use of student portfolios rests within a business class and explains how accounting students blend leadership with their extremely technical education. Olsen’s approach to portfolios can be adapted to many contexts for leadership.
Another collegiate teaching method is studied in relation to leadership education. Nicole Stedman investigated the role of critical thinking in leadership classrooms. “Casting the Net of Critical Thinking: A Look into the Collegiate Leadership Classroom” documents how different variables related to critical thinking success. No differences in dependent variables were discovered in relation to innovativeness, cognitive maturity, and engagement. The author discusses how these findings impact development of collegiate leadership courses.
Falls, Jara, and Sever research collegiate doctoral students to ascertain how experiential workshops relate to leadership of organizations. “Experiential Workshop with Educational Leadership Doctoral Students: Managing Affective Reactions to Organizational Change” documents the use of a particular educational method in leadership development of a particular student group. The researchers study how students view change in relation to their cultural background.
Barry Boyd poses a theory that transformational leadership is a concept that can be merged with traditional teaching methodologies. In “Using a Case Study to Develop the Transformational Teaching Theory,” he analyzes one teaching case and interjects elements of transformational leadership into the case. He concludes his theory with action-oriented steps that can be utilized by leadership – and other – educators in a quest for transforming students into scholars.
Kristina Ricketts moves beyond the traditional classroom to the community classroom in her article titled, “Studying Leadership within Successful Rural communities in a Southeastern State – A Qualitative Analysis.” The author chose to study communities that have positive factors and investigate the impact of leaders. Among several factors, she reports that leaders with strong service commitment, high moral value, and a sense of community contributed to the positive development of rural society.
Barbuto, Story, Fritz, and Schinstock continue the incorporation of leadership theory into contextual application in their article, “Reconceptualizing Academic Advising Using the Full Range Leadership Model.” At the collegiate level, academic advising is a fairly standard expectation. But the practices of academic advisors differ from site to site. The authors recognize the impact of transformational leadership. Their resulting theory offers practices using the tenants of transformational leadership to develop, reform, and create successful academic advising models.
An additional community-based leadership education experience was researched by Kenneth Jones. In his study titled, “Influences of Youth Leadership Within a Community-Based Context,” Jones documents the impact of civic engagement and use of adult volunteers working with youth in various activities. The results of this partnership yielded several positive results including positive relations with adults and understanding of decision-making within the community.
Kaplan, Larkin, and Hatton-Yeo address multiple users in their theory “Leadership in Intergenerational Practice: In Search of the Elusive “P” Factor – Passion.” The authors concentrate on a critical aspect of society – working across generational lines to lead representatives of different cohorts in an organization. Their conclusion that passion is an elusive leadership action offers a provocative insight that may become an important aspect of leadership education.
The global incorporation of leadership education is viewed in the study by Abu-Tineh, Khasawneh, and Omary. These researchers studied leadership of school principals in Jordan with documentation found in “Kouzes and Posner’s Transformational Leadership Model in Practice: The Case of Jordanian Schools.” The Jordanian school principals present a moderate Kouzes and Posner leadership practice. An interesting result displays no difference among the experience level of teachers in their perceptions of the dimensions of the model.
High school students are the focus of “Making a Difference: Two Case Studies Describing the Impact of a Capstone Leadership Education Experience Provided Through a National Youth Leadership Training Program.” In their research, Rosser, Stedman, Elbert, and Rutherford sought to answer the question concerning the effectiveness of a capstone experience in leadership education. The high school students related their leadership enrichment to a planned and ccompleted an experience project.
With the emergence of a new generation of strong and empowered female student leaders on college campuses, a special type of female leader, the Alpha Female, has developed. This study examines the essence of having an Alpha Female identity for 13 undergraduate women at a Midwestern university. Extensive interviews were conducted; transcripts were generated; emergent themes were derived; horizonalization and cross-case analysis was conducted; and, constant comparative method among the researches was employed. Findings reveal that strong positive antecedent family variables are present. Each participant perceives strong advantages and a positive impact from being an Alpha Female in the collegiate environment. Suggestions for further rich, qualitative investigations and Possible educational interventions and institutional support are offered.
© 2015 Association of Leadership Educators