For the past number of years, JOLE has hosted “special issues” where all articles focus on a single relevant and significant topic, each edited in collaboration with a chosen guest editor. While JOLE will continue to publish special issues within the field of leadership education, it has adopted a new system and format for future volumes. JOLE will no longer establish specific dates and editors for special issue publications, as it now operates on a rolling submissions process. Once a particular special issue has achieved enough accepted submissions to publish, JOLE will do so. The JOLE Editorial Board has identified six topics for future special issue volumes: Methodologies in Leadership Education Assessment, Leadership Learning Online, Social Networks in Leadership Development, and Coaching and Mentoring. More information concerning each special issue is below.
Authors are encouraged to submit manuscripts for any of these special issue topics effective immediately. Authors should submit manuscripts through FastTrack and include a note to the Editor indicating that the submission is for a particular JOLE special issue. JOLE no longer takes guest editor applications, as these manuscripts will undergo the standard JOLE review process.
When a full complement of accepted manuscripts on a particular special topic is achieved, they will be published collectively as a special issue. In the event that a sufficient number of manuscripts is not attained to compile as a special issue, accepted manuscripts will then be published in a regular JOLE issue. JOLE readers may suggest topics for future special issues. These, and any questions other questions about this process, should be directed to the JOLE Editor at email@example.com.
Methodologies in Leadership Education Assessment
Assessment of Leadership Education programs can be instrumental to preservation of program fidelity and/or the development of high-impact programs. We seek manuscripts that are dedicated to the rigorous and creative examination of ways in which leadership educators determine program efficacy. What types of outcomes are relevant to assess, and how and why should those be assessed? What opportunities exist for multi-program collaborations? How do epistemological/theoretical approaches drive leadership program assessment? What research methodologies can aid in program assessment? How can assessment benefit the field of Leadership Education and strengthen program offerings? Manuscripts submitted to this category could focus on multi-design, triangulated design, or other innovative and creative approaches.
Leadership Learning Online
Online leadership education programs offer degrees, minors, certificates, and badges. We seek rigorous and relevant manuscripts specifically focused on teaching and learning leadership online. How do contexts such as synchronous, asynchronous, and/or blended delivery methods support best practices? How do academic courses, MOOCs, and/or webinars contribute to the field of Leadership Education? What theories of leadership education tie into the benefits of online education (accessibility, just-in-time learning, personalized learning)? To what extent are leadership learning online methods socially accepted and/or perceived as effective mechanisms for learning?
Social Networks in Leadership Education
What value do social networks (i.e., formal and informal, PBL, communities of practice, digital or virtual) add to leadership education for leadership educators and/or learners? We seek manuscripts that examine the role that networks play in helping individuals become better leaders. How does integration of social research methodologies deepen our understanding of the role of networks in leadership development? How are social networks leveraged as incubations for social movements? How do you create and use networks in contemporary society in the leadership education process? What types of networks are most effective in particular leadership education contexts, and what types of pedagogy are best suited for particular networks?
Coaching and Mentoring
Coaching and mentoring are specialized relationships that can greatly accelerate one’s leadership development. We seek manuscripts that focus on how leadership education occurs through leadership coaching and/or mentoring. How are rigorous coaching and mentoring programs constructed? What leadership theoretical lenses are leveraged or integrated to inform/shape coaching and/or mentoring? How are coaching and/or mentoring programs evaluated? How do coaching and mentoring relationships begin and evolve? How can coaching and/or mentoring programs advance individuals and/or organizations? How do coaches and mentors continue to grow as leaders through their role?
Intersectional Social Justice in Leadership Education
This special issue poses the question, leadership for what and for whom? We seek manuscripts that, through an intersectional lens, address these questions. How does intersectional social justice inform leadership teaching and practice? What theoretical and critical lenses can be leveraged to make leadership education more just and equitable? What measures can be applied to justice and equity work in leadership that go beyond conventional ways of knowing and evaluation to honor advocacy and activism, particularly at the grassroots level? How can leadership education be decolonized and recognize more indigenous ways of knowing? How can (and should) leadership educators become learners themselves, troubling their own processes to become more just and equitable?
Global Leadership Education
As the world continues to become smaller and more interconnected, it will require leadership that recognizes the essential nature of that interconnectivity. What are the competencies necessary for global leaders in a technology driven society/economy? What leadership theoretical lenses are leveraged and integrated to inform global leadership practice? How is global leadership and multicultural competence evaluated in ways that honor and celebrate cultural differences? How do leadership educators continue to grow in their own multicultural and global competence?