Journal of Leadership Education最新文献

{"title":"Individual capacity growth over time in leadership courses: an intra-individual multilevel model approach","authors":"Robert C. Klein, D. Rosch","doi":"10.1108/jole-01-2024-0004","DOIUrl":"https://doi.org/10.1108/jole-01-2024-0004","url":null,"abstract":"PurposeOur study was designed to investigate the longitudinal trajectories of student leader development capacities in a sample of students enrolled in multiple leadership-focused courses across several semesters. Our goal was to assess the degree to which course enrollment was associated with growth over the time that students engage as undergraduates in academic leadership programs, and if so, to assess the shape and speed of capacity change.Design/methodology/approachWe utilized a multilevel intra-individual modeling approach assessing students’ motivation to lead, leader self-efficacy, and leadership skills across multiple data collection points for students in a campus major or minor focused on leadership studies. We compared an unconditional model, a fixed effect model, a random intercept model, a random slope model, and a random slope and intercept model to determine the shape of score trajectories. Our approach was not to collect traditional pre-test and post-test data – choosing to collect data only at the beginning of each semester – to reduce time cues typically inherent within pre-test and post-test collections.FindingsOur results strongly suggested that individual students differ greatly in the degree to which they report the capacity to lead when initially enrolling in their first class. Surprisingly, the various models were unable to predict a pattern of longitudinal leader development through repeated course enrollment in our sample.Originality/valueOur investigation employed statistical methods that are not often utilized in leadership education quantitative research, and also included a data collection effort designed to avoid a linear pre-test/post-test score comparison.","PeriodicalId":517471,"journal":{"name":"Journal of Leadership Education","volume":"5 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141796312","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring undergraduate students’ understanding of global leadership through short-term study abroad leadership courses","authors":"Evan Witt","doi":"10.1108/jole-02-2024-0046","DOIUrl":"https://doi.org/10.1108/jole-02-2024-0046","url":null,"abstract":"PurposeMany colleges and universities within USA higher education claim that their graduates understand global leadership. The purpose of this study is to explore undergraduate students’ understanding of global leadership through their participation in short-term study abroad leadership courses.Design/methodology/approachUtilizing a post-intentional phenomenological (PIP) framework, this qualitative study explored how the phenomenon of undergraduate students’ understanding of global leadership may take shape through their participation in short-term study abroad leadership courses. A secondary research question explored how the context of short-term study abroad leadership courses provokes students’ understanding of global leadership. Interviews were conducted with a diverse sample of twelve participants, either current students or alumni, from three institutions.FindingsThe four key productions of the phenomenon were developing a leadership identity, influences of experiences, perceived impact of short-term study abroad courses on understanding of global leadership and application of global leadership. Select productions and associated provocations are discussed.Research limitations/implicationsBased on these productions and provocations of the phenomenon, implications for leadership educators are provided.Originality/valueThis inquiry focuses on the phenomenon of undergraduate students’ understanding of global leadership to build on the knowledge about the experiences of students participating in short-term study abroad leadership courses. It fills a gap in the literature related to what is known about short-term study abroad leadership courses and outcomes from student participants. The methodology of this study as a PIP design further contributes to the need for qualitative research in leadership education. It is through this methodology that the diverse sample of student voices has been captured to inform our field of their experiences.","PeriodicalId":517471,"journal":{"name":"Journal of Leadership Education","volume":"1 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141795636","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“A part of who I Am:” a phenomenological study of emerging adult leader identity through family storytelling","authors":"Kate McCain, G. Matkin","doi":"10.1108/jole-02-2024-0039","DOIUrl":"https://doi.org/10.1108/jole-02-2024-0039","url":null,"abstract":"PurposeThe purpose of this phenomenological study is to explore leader identity development experiences of emerging adults at a large Midwest university and how retrospective family storytelling (Koenig Kellas, 2018) plays a role in the sense-making of the leader identity process. Through a unique, three-phase qualitative and narrative inquiry approach, this research further explores LID sense-making through retrospective family storytelling.Design/methodology/approachQualitative phenomenology and narrative inquiry approach. Data collection consisted of three different data sets: (a) two semi-structured interviews, (b) leader artifacts and (c) journals.FindingsThe stories told by the emerging adults described how key messages influenced their identity within the context of leader identity development and their college experiences. Furthermore, a key finding in the narratives exhibited the stories emerging adults recalled in the sense-making of their leader identity centered on persevering, overcoming hardships and interpersonal connections and relationships. Findings from this research contribute to LID literature for leadership educators, researchers and practitioners in leader development.Originality/valueThe research presented in this article advances LID by using a narrative approach to explore the role of family narratives in identity development. Further, it approaches qualitative work with rigorous data collection and analysis processing using a cross-case analysis to develop leader identity archetypes. This study directly impacts those who work with emerging adult college students and supports the development of college student leaders.","PeriodicalId":517471,"journal":{"name":"Journal of Leadership Education","volume":"4 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141335345","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"From mission statements to mission critical: a conceptual model for getting serious about student leader development","authors":"David Rosch, Scott J. Allen","doi":"10.1108/jole-01-2024-0003","DOIUrl":"https://doi.org/10.1108/jole-01-2024-0003","url":null,"abstract":"PurposePostsecondary institutions that purport to build leaders are ubiquitous. Yet, given such ubiquity, the curriculum and co-curriculum dedicated to student leadership development is diffuse as an overall field of practice and lacks firm grounding in matching consensus outcomes for leader development to specific principles of teaching and learning. We propose a conceptual model for leader development of undergraduates that describes what leadership education should strive to accomplish.Design/methodology/approachRecent scholars (Leroy et al., 2022) suggest such lack of consensus and weak structure stems from a lack of commitment to defining the ultimate goals for leader development programs, matching curriculum and pedagogy to meet these goals, and then rigorously evaluating programs. Our proposed model illustrates a structure of leadership skill mastery founded in adult constructive development theory, applies a range of adult learning principles, and includes several suggestions for specific curricular and pedagogical applications. We describe each aspect of this conceptual model and explain how it might be enacted and assessed across diverse postsecondary contexts.FindingsWe have no findings to report.Originality/valueNumerous scholars have advanced models that seek to define and provide a structure for “leadership.” The novelty of our work is to combine the work of other scholars to provide an explicit framework for the work of leadership education in higher education – how to conceptualize “leader development,” how to combine such development with adult learning principles, and what specific curricular and pedagogical elements should be included to achieve intended ends.","PeriodicalId":517471,"journal":{"name":"Journal of Leadership Education","volume":"28 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141360096","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Unveiling the impact: A mixed-method inquiry into the impact of leadership development programs","authors":"Keyhan Shams, Stephanie Dailey, Timothy Steffensmeier","doi":"10.1108/jole-01-2024-0029","DOIUrl":"https://doi.org/10.1108/jole-01-2024-0029","url":null,"abstract":"PurposePrior research and theory have shown that transformational leadership can be developed through leader development programs (LDPs). To explain how this happens, research suggests a strong connection between an individual’s leader self-concept and their leadership behavior that can be manipulated through LDPs. The purpose of this article is to delve deeper into this phenomenon to understand how development occurs and to better understand how an LDP can improve leadership behaviors by influencing one’s self-concept and ultimately reduce the training transfer gap. As a broader goal, this article contributes to the existing literature on the value proposition of investing in LDPs.Design/methodology/approachWe conducted an explanatory sequential design mixed-methods study to measure the development of participants and the impact of the program. The quantitative phase of the study used self-report surveys to measure the LDP’s impact on participants’ transformational leader behavior (TLB) and concept of themselves regarding leadership, their leader self-views (LSVs). The study also measured the relationship between LSVs and later enactment of leadership behaviors as the second hypothesis. The subsequent qualitative study was designed to understand the mechanisms that might explain the quantitative results.FindingsThe study’s empirical findings indicate a positive relationship between LSVs (efficacy, self-awareness and identity) and distal leader development outcomes (TBLs). The study’s findings also provide support for the claim that LDPs convert knowledge and skills into TLB, expanding an individual’s capacity to be effective in leadership roles and processes (Day & Dragoni, 2015). Qualitative results also show LDPs improve leader behavior by influencing their self-efficacy via providing tools and knowledge as well as building experimental mindset.Originality/valueBy showing LDPs' long term impacts, this paper demonstrates why short-term leadership development programs are worth investing.","PeriodicalId":517471,"journal":{"name":"Journal of Leadership Education","volume":"41 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141355411","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Leadership communication behaviors and attachment styles: theory for educating leaders to meet communication challenges","authors":"Manuel London, Christopher Zobrist","doi":"10.1108/jole-01-2024-0028","DOIUrl":"https://doi.org/10.1108/jole-01-2024-0028","url":null,"abstract":"PurposeThis conceptual article provides a basis for designing leader development programs that assess and train leaders to recognize demands for communication and how their personality affects the ways they transmit information, influence others and form positive relationships.Design/methodology/approachAdult attachment theory, Big Five personality dimensions (extraversion, conscientiousness, agreeableness, openness to experience and neuroticism) and pro-social and social sensitivity personality traits are proposed to shape the extent to which leaders enact relational, transmission and manipulative models of communication. These personality dimensions and communication models are the basis for assessment and training leaders to use in-person and various electronic media in ways that promote listeners’ attention, understanding and psychological safety.FindingsSecure attachment leaders who are extraverted, prosocial and socially sensitive are proposed to use high touch media to communicate in ways that establish positive relationships. Avoidant and anxious attachment leaders use low-touch media that are manipulative or mitigate accountability.Practical implicationsThe behaviors associated with transmitting information, influencing others and forming relationships can be a basis for assessing leaders’ attachment styles. Leaders can learn to diagnose situations to determine the best mixes of communication models to meet the demands of the situation.Originality/valueLeaders who are promoted to higher levels of responsibility need to learn how to communicate with multiple stakeholders often during times of challenge and stress. How they communicate is likely to be a function of their comfort with interpersonal relationships, which in turn affects their use of personal and impersonal media.","PeriodicalId":517471,"journal":{"name":"Journal of Leadership Education","volume":"23 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141357397","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Leadership education: a content analysis of postgraduate leadership education programs for health and human service leaders in Australian universities","authors":"Kate L. Fennell, Pieter Jan Van Dam, Nicola Stephens, Adele Holloway, Roger Hughes","doi":"10.1108/jole-02-2024-0032","DOIUrl":"https://doi.org/10.1108/jole-02-2024-0032","url":null,"abstract":"PurposeA systematic investigation of postgraduate leadership programs for health and/or human services offered by Australian higher education institutions was undertaken.Design/methodology/approachQuantitative analysis identified the core characteristics of the programs. A thematic analysis of the course learning outcomes was conducted and six major themes of disciplinary leadership and management knowledge; research and analytical skills; professional practice; communication and collaboration; creativity and innovation; and system knowledge are shared in this study.FindingsThe authors conclude that Australian universities have taken an evidence-based approach to leadership education.Originality/valueMore work might need to be undertaken to ensure leadership theories are incorporated into learning outcomes.","PeriodicalId":517471,"journal":{"name":"Journal of Leadership Education","volume":"40 28","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140656989","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A model of senior Indigenous leadership in Australian higher education: An Indigenous academic perspective","authors":"S. K. Coates, M. Trudgett, Susan Page","doi":"10.1108/jole-03-2024-0047","DOIUrl":"https://doi.org/10.1108/jole-03-2024-0047","url":null,"abstract":"PurposeSenior Indigenous leadership positions across the Australian higher education sector has increased over the past decade. Despite this advancement, there is limited understanding in terms of how to best integrate Indigenous leadership into existing governance structures of Australian universities. In 2018 the Walan Mayiny: Indigenous Leadership in Higher Education project commenced, aimed at establishing a model of best practice for the inclusivity of Indigenous leadership in higher education governance structures. This article presents key findings from the project, namely, a model of senior Indigenous leadership within the Australian universities based on the perceptions of a group of Indigenous academics.Design/methodology/approachThrough qualitative semi-structured interviews with Indigenous academic staff, the perceived value, characteristics and challenges of senior Indigenous leadership were examined. The varying opinions held by Indigenous academics in relation to the qualifications and experience required to fulfil a senior Indigenous leadership position were also highlighted. In doing so, a model of senior Indigenous leadership within the Australian higher education system is presented. The model of best practice presented in this article is underpinned by Indigenous Institutional Theory (Coates et al., 2022), a theoretical framework developed from the Walan Mayiny study.FindingsThe research findings highlight the diverse opinions of Indigenous academics in relation to the qualifications and experience required to fulfil a senior Indigenous leadership position. The six essential components are built upon the core characteristics, values and behaviours that senior Indigenous leaders need to have according to Indigenous academics, in order to advance Indigenous success within the academy.Originality/valueGiven Australian universities are being called upon to ensure that senior Indigenous leaders are in the best position possible to forge institutional change, senior Indigenous leaders within the academy may find the contextual Indigenous leadership model beneficial. The model allows one to uphold cultural integrity and fulfil the responsibilities and obligations of their higher education institution, while being able to serve their Indigenous colleagues and communities, leading to the advancement of Indigenous higher education outcomes. Importantly, the model can be adapted to suit all First Nations Peoples globally, who also find themselves working within the shackles of Western institutions.","PeriodicalId":517471,"journal":{"name":"Journal of Leadership Education","volume":"64 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140663872","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Generativity's manifestation in young adults: a grounded theory study","authors":"Addison Sellon, Lindsay Hastings","doi":"10.1108/jole-01-2024-0026","DOIUrl":"https://doi.org/10.1108/jole-01-2024-0026","url":null,"abstract":"PurposeApplying traditional grounded theory techniques, the present research reanalyzed secondary data from four previously conducted studies to explore how generativity is manifested in young adults.Design/methodology/approachA new conceptual model of generativity was developed to depict how generativity manifests among this age group.FindingsThis study's findings provide leadership educators with a refined approach to interacting with this construct while simultaneously increasing young adults’ potential ability to experience the benefits available to them through generativity at an earlier stage in their lives.Originality/valueThis study advances the field of leadership education by establishing foundational insight into the uniqueness of generativity’s development in young adulthood.","PeriodicalId":517471,"journal":{"name":"Journal of Leadership Education","volume":"54 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140666174","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Towards equitable leadership development: active ingredients of a culturally responsive program for Black community leaders","authors":"R. Fix, Lisa A. Cooper","doi":"10.1108/jole-01-2024-0018","DOIUrl":"https://doi.org/10.1108/jole-01-2024-0018","url":null,"abstract":"PurposeThe current study evaluated (1) characteristics of the community leadership development program associated with successful participant recruitment, (2) active ingredients that promoted fellow engagement and program completion and (3) how the program addressed blackness and racism.Design/methodology/approachIndividual interviews were conducted with a representative subset of former program fellows.FindingsResults indicated that offering training in small cohorts and matching fellows with individual mentors promoted program interest. Program strengths and unique ingredients included that the program was primarily led by people from the Black community, program malleability, and that the program was a partnership between fellows and leadership. Additionally, the program was responsive to fellows’ needs such as by adding a self-care component. Fellows also noted dedicated space and time to discuss race and racism. Results offer a unique theoretical perspective to guide leadership development away from the uniform or standardized approach and toward one that fosters diversity and equity in leadership.Originality/valueAltogether, this work demonstrates how leadership development programs can be participant-informed and adapted to participants’ social and cultural needs.","PeriodicalId":517471,"journal":{"name":"Journal of Leadership Education","volume":"84 21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140675424","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}