This Spring my home site became the dwelling for a pair of Red-tailed Hawks. The hawks swooped in and built their nest in a tall tree near the house. Watching the hawks prepare the environment for their chicks' future, I was amazed how their activities were similar to educating people for leadership. As I watched the hawks' progress, the steps for successful leadership education became clearer and clearer....
Jon Billsberry describes two teaching techniques and presents a case for adopting socially-constructed theories in leadership education. His paper identifies the inconsistency in existing leadership theories and outlines methods instructors can utilize by aligning their curriculum development with the underlying theory of socially-constructed leadership theory.
Dolly Adams conducted her research with faculty members working in public schools. In her study she investigated the relationship between personality type and preferred leadership approaches.Although her study did not reveal any significant correlations, the study adds to continued leadership education discussion.
The use of candor by successful leaders is the subject of Galpin's and Whittington's brief. They write that the benefits of candor are outweighed by its lack of use. A solution is to develop a culture of candor in the classroom. In their manuscript, they describe seven actions that provide instructors with the ability to influence students to develop their skills in candor.
John Barbuto and Marilyn Bugenhagen studied elected leaders' emotional intelligence and quality of their leader-member exchange. Their study offers critical findings that link emotional intelligence and leader-member exchange.
Craig Johnson continues the development of the leadership classroom in his paper concerning followership. His brief presents a model for incorporating the subject of followership into three major leadership course segments. He supports the inclusion of followership in leadership courses because followers are a critical component in the success of leader actions.
Edgar, Boyd, Rutherford, and Briers investigated the themes found within the Journal of Leadership Education (JOLE). The study results indicate the need for increasing research continuity within the journal.
Lindsay, Hassan, and Day report on a leadership education course that is part of a specific contextual application. At the United States Air Force Academy, a core course in leadership development is a part of the overall educational program. The authors present the assessment strategies that are used to integrate the classroom leadership education with the students' experiential leadership roles.
According to the research by Elmuti, Jia, and Davis women face obstruction to leadership positions.Although women have aspiration for advancement they report discrimination, family-life demands, and other barriers. The authors also found women supported participative leadership styles.
Ozgur Ekmekci, in "What Would I Do Differently? Using First Person Voice to Develop Leadership Identity for Health Care Professionals," reports that leadership education is more than acquisition of knowledge. He presents a model where medical students lead a change project and reflect their leadership progress in first person writing. He develops a teaching/learning strategy where students have the experience of thinking about what they would actually do in a leadership and change situation.
Sherlock and Morgan studied graduate students and critical thinking. In their findings they report that students found critical thinking assignments and activities were good learning tools for successful leadership education.
Willis Watt presents a theory that was developed by a melding of Social Change Theory, Social Change Leadership Theory, and Transformational Leadership Theory. He presents ten recommendations to support effective leadership during inevitable times of change.
Stoecker, Willis, and Lersch (with Hill and Burgert) completed research with community-based leadership programs. Their study looked at programs sponsored by different organizational groups and the objectives of these differing programs.
Anne Perkins theorizes that courses are needed for entrance into the cross-cultural aspects of leadership. In her manuscript, Perkins addresses six premises of Western leadership theory and sets up a global framework for leadership education.
Athletic team leadership was the focus of the research completed by Extejt and Smith. In their study, they found no relationship between the length of athletic participation and level of leadership skill.
The third theory, constructed by Jeffrey McClellan, presents three levels of leadership and proposes development of transcendent servant-leaders. In his paper, the author write of the challenge to conceptualize leadership in the current context containing multiple leadership definitions.
Horstmeier and Ricketts looked at civic engagement of participants in a youth leadership program.Although support for civic engagement is evident, they reported the totality of students participating in civic projects was low.
© 2015 Association of Leadership Educators