Journal of Leadership Education最新文献

{"title":"Fostering civility and constructive debate in a polarized society: How leadership educators can leverage diverse perspectives","authors":"Donnette Noble, Jesse James New II","doi":"10.1108/jole-01-2024-0007","DOIUrl":"https://doi.org/10.1108/jole-01-2024-0007","url":null,"abstract":"PurposeThis paper highlights an assignment in a combination upper-division undergraduate and graduate civic leadership class at a Midwestern state comprehensive university. The three-part assignment challenges students’ critical thinking skills and research capabilities while simultaneously necessitating the exploration of contrasting viewpoints on contentious issues.Design/methodology/approachIntentionally exposing students to diverse perspectives in a controlled environment.FindingsWe posit that the severity and frequency of these issues can be mitigated through focused efforts.Originality/valueStudents are better prepared to engage in civil debate on controversial topics, which continuously divide our communities, after completing a class using this pedagogical strategy.","PeriodicalId":517471,"journal":{"name":"Journal of Leadership Education","volume":" 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140685494","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":"Navigating complexity with motivational interviewing: implications of change talk strategies for leadership educators in communities of practice","authors":"Manojprabhakaran Thirupal, Adrian B. Popa","doi":"10.1108/jole-01-2024-0015","DOIUrl":"https://doi.org/10.1108/jole-01-2024-0015","url":null,"abstract":"PurposeThis paper investigates the change talk (CT) strategies of the motivational interviewing (MI) technique and their relevance in achieving change goals within communities of practice (CoP), focusing on addressing real-world problems in today's complex world.Design/methodology/approachWe employ a literature review and conceptual analysis to study the interactions and potential areas of complement between CT, MI and CoP theories.FindingsThis paper combines CT, MI and CoP theories to develop an integrated model called Facilitative Change Talk Leadership (FCTL).Originality/value This paper provides an innovative model (FCTL) to inform leadership educators about facilitating communities of practice. We provide a hypothetical case study to suggest how FCTL might foster collaborative inquiry and resilience amidst complex challenges. This case study illustrates a practical pathway for leadership educators and community practitioners to use this model in their own contexts.","PeriodicalId":517471,"journal":{"name":"Journal of Leadership Education","volume":" 14","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140685070","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 turning point: utilizing responsive interviewing and graphing as meaning-making techniques to develop leader identity","authors":"Jonathan Orsini, Kate McCain, Hannah M. Sunderman","doi":"10.1108/jole-01-2024-0019","DOIUrl":"https://doi.org/10.1108/jole-01-2024-0019","url":null,"abstract":"PurposeThe purpose of the current innovative practice paper is to introduce a technique to explore leader identity development and meaning-making that builds on the narrative pedagogical tradition. In this paper, we recommend a process for combining turning-point graphing and responsive (semi-structured) interviews to co-explore leadership identity development and meaning-making with college students.Design/methodology/approachThe paper provides student feedback data on the effectiveness of the technique in improving understanding of leader identity and transforming meaning-making.Originality/valueWe hope practitioners can utilize this approach to build leadership identity development and meaning-making capacity in college students.","PeriodicalId":517471,"journal":{"name":"Journal of Leadership Education","volume":" 61","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140683399","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 identity development, meaning-making and the intersection of marginalized social identities: a scoping review","authors":"Jonathan Orsini, Hannah M. Sunderman","doi":"10.1108/jole-01-2024-0020","DOIUrl":"https://doi.org/10.1108/jole-01-2024-0020","url":null,"abstract":"PurposeThe current paper is part of a larger scoping review project investigating the intersection of leader(ship) identity development and meaning-making. In this review, we analyzed 100 articles to determine the current extent of literature that covers the intersection of leader(ship) identity development, meaning-making and marginalized social identities.Design/methodology/approachA review of the extant literature is included, and a conceptual model is suggested for further exploration into this critical and under-researched domain.FindingsMore research is needed at the intersection of leadership identity development, meaning-making and marginalized social identities.Originality/valueAs this area of study has expanded, scholars have noted an absence of research on the effect of multiple social identities, especially marginalized identities, on meaning-making and leadership identity construction.","PeriodicalId":517471,"journal":{"name":"Journal of Leadership Education","volume":" 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140686743","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":"Uncovering common elements among undergraduate leadership degree programs","authors":"Todd Wiggen, Amanda Evert","doi":"10.1108/jole-01-2024-0027","DOIUrl":"https://doi.org/10.1108/jole-01-2024-0027","url":null,"abstract":"PurposeThis research sought to determine if there existed a common set of courses amongst undergraduate leadership degree programs, provide guidance for new program development and program revision, promote discussion about future leadership curriculum development and provide a starting point for developing common leadership curriculum expectations nationally.Design/methodology/approachContent analysis was performed.FindingsProgram course similarities appear to represent the organic development of unofficial common core requirements within undergraduate leadership programs. Further, there appeared to be no significant trend as to which academic department leadership programs were placed.Originality/valueThis study identifies commonly occurring classes in traditional leadership degrees, offering insights for the development of new programs and assessment of current leadership degrees.","PeriodicalId":517471,"journal":{"name":"Journal of Leadership Education","volume":"8 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140696984","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":"Agents for change: developing transformative and Adaptive Leadership capacities among early-career extension professionals","authors":"Abasiama-Arit Aniche, Hannah Bundy, Katherine E. McKee","doi":"10.1108/jole-01-2024-0022","DOIUrl":"https://doi.org/10.1108/jole-01-2024-0022","url":null,"abstract":"PurposeThe Agents of Change program is a two-year, project-based learning program to develop Extension Professionals’ capacity to engage in Adaptive and Transformative Leadership. Its primary goal is to develop the capacity of Extension Professionals to engage in leadership to create more diverse, equitable, inclusive and just Extension programs and community change initiatives. This manuscript describes the program and an initial evaluation and results.FindingsResults of an evaluation of the first year of the program indicate that regular training sessions and support are appropriate for leadership development and that Extension Professionals are using the learning, awareness and tools from this program to address challenges with Adaptive and Transformative Leadership elements. Also, Extension professionals demonstrated commitment to personal growth, community engagement and understanding of their multifaceted roles as change agents.Originality/valueParticipants are sharing resources from the program with colleagues, leading meetings differently, questioning the status quo and pushing others to try new ways forward.","PeriodicalId":517471,"journal":{"name":"Journal of Leadership Education","volume":"103 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140695381","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":"“Being heard”: pedagogical strategies that support BIPOC students in postsecondary leadership courses","authors":"Katherine E. McKee, Haley Q. Traini, Jennifer Smist, D. Rosch","doi":"10.1108/jole-01-2024-0023","DOIUrl":"https://doi.org/10.1108/jole-01-2024-0023","url":null,"abstract":"PurposeOur goals were to explore the pedagogies applied by instructors that supported Black, Indigenous and People of Color (BIPOC) student learning in a leadership course and the leadership behaviors BIPOC students identified as being applicable after the course.Design/methodology/approachThrough survey research and qualitative data analysis, three prominent themes emerged.FindingsHigh-quality, purposeful pedagogy created opportunities for students to learn. Second, a supportive, interactive community engaged students with the instructor, each other and the course material to support participation in learning. As a result, students reported experiencing big shifts, new growth and increased confidence during their leadership courses.Originality/valueWe discuss our findings and offer specific recommendations for leadership educators to better support BIPOC students in their leadership courses and classrooms and for further research with BIPOC students.","PeriodicalId":517471,"journal":{"name":"Journal of Leadership Education","volume":"22 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140697472","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":"Innovation in leadership education: inquiry-based pedagogy","authors":"Robin Alison Mueller, Harrison Campbell, Tatiana Losev","doi":"10.1108/jole-01-2024-0008","DOIUrl":"https://doi.org/10.1108/jole-01-2024-0008","url":null,"abstract":"PurposeThe purpose of our research is to better understand inquiry-based pedagogy in the context of leadership education. Specifically, we sought to learn about how leadership learning is characterized in an immersive inquiry course, and how inquiry-based pedagogy is experienced by students engaged in interdisciplinary leadership learning.Design/methodology/approachWe used a case study approach as an overarching methodology. The research methods employed to collect data were World Cafe and episodic narrative interview. Further, we used collocation analysis and systematic text condensation as analytical strategies to interpret data.FindingsOur findings led us to four primary conclusions: (1) inquiry-based learning helps to foster an inquiry mindset amongst leadership education students; (2) the challenges and tensions associated with inquiry-based learning are worth the learning gains for leadership students; (3) the opportunity to learn in relationship is beneficial for leadership development outcomes and (4) students’ experiences of inquiry-based learning in leadership education often included instances of transformation.Research limitations/implicationsLimitations of the research were: (1) it is a case study situated within a unique, particular social and educational context; (2) demographic data were not collected from participants, so results cannot be disaggregated based on particular demographic markers and (3) the small sample size involved in the study makes it impossible to generalize across a broad population.Practical implicationsThis research has enabled a deep understanding of structural and relational supports that can enable effective inquiry-based learning in leadership education. It also offers evidence to support institutional shifts to inquiry-based pedagogy in leadership education.Social implicationsOur research demonstrates that use of inquiry-based pedagogy in leadership education has long-lasting positive effects on students' capacity for applied leadership practice. Consequently, participants in this type of leadership learning are better positioned to effectively lead social change that is pressing in our current global context.Originality/valueThere is scant (if any) published research that has focused on using inquiry-based pedagogies in leadership education. This research makes a significant contribution to the scholarship of leadership education.","PeriodicalId":517471,"journal":{"name":"Journal of Leadership Education","volume":"16 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140715564","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":"The use of META (virtual simulations) in Canadian junior military leadership development","authors":"Rob Elkington, Robyn Ruttenberg-Rozen, Nadia Worthington","doi":"10.1108/jole-02-2024-0037","DOIUrl":"https://doi.org/10.1108/jole-02-2024-0037","url":null,"abstract":"PurposeThis paper aims to explore virtual simulations, merging artificial intelligence with real-world simulations, supporting Canadian armed forces (CAF) junior military leaders (JMLs) leadership development. Our research questions are: (1) How do virtual simulations support CAF junior military leadership development within a globalized and complex environment in the 21st century? (2) Could virtual simulations support a leadership culture change through efficacious “soft skills” training? In this paper, we explore the efficacy of virtual simulations for enhancing or developing leadership in JMLs in the CAF through a four-day pilot project with twenty JMLs (n = 20).Design/methodology/approachTo assess the efficacy of virtual simulations for leadership development, we designed and studied a four-day leadership workshop for JMLs in the CAF using several virtual artificial intelligence leadership role-play simulations developed by McGraw Hill in their smart book textbook (Manning & Curtis, 2022) and several non-virtual in-class simulations for comparison. We selected four twenty to thirty-minute virtual role-play simulations that synergized with the in-person morning leadership workshop. We facilitated the three-hour leadership workshops and virtual/in-class simulations over four consecutive days. We emulated the ELESS model (De Freitas & Routledge, 2013) to assess soft and leadership skills.FindingsThe participants (JMLs) reported beneficial learning utility associated with the virtual simulations. Participants also expressed that further utility might be leveraged through virtual simulations incorporating greater complexity with multiple potential outcomes. They also suggested that leadership simulations designed around military situations would prove highly beneficial, something that was outside of the scope of this small pilot project.Research limitations/implicationsSince this phase of our research is a pilot project, we secured a small amount of funding to test our hypothesis that simulations enhance leadership development for JMLs. These funding limitations resulted in several constraints in the research, such as the availability of virtual simulations articulating leadership from a military perspective. However, we believed the assigned organizational leadership simulations in the McGraw Hill Smart Book ecosystem would approximate generic leadership situations enough to test the hypothesis with the JMLs. As a pilot project, our sample size was relatively small (n = 20 JMLs) since participation was voluntary amidst a busy spring season for the JMLs. Since this is a pilot project, we suggest that twenty JMLs are an adequate sampling to test the hypothesis that simulations enhance JML leadership development. We will expand the sample size in the next phase of our research as we work with the CAF to expand the pool of participants to at least forty JML participants (n = 40). We also plan to secure further funding to collaborate with subject matt","PeriodicalId":517471,"journal":{"name":"Journal of Leadership Education","volume":"16 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140353955","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":"An international snapshot of peer leadership in higher education","authors":"J. Skalicky, Harriet Speed, Jacques van der Meer, Dallin George Young","doi":"10.1108/jole-02-2024-0031","DOIUrl":"https://doi.org/10.1108/jole-02-2024-0031","url":null,"abstract":"PurposeThis paper describes an exploratory, international research collaboration that seeks to gain a deeper understanding of the development and experiences of peer leaders in higher education across different international contexts, namely the USA, Canada (CAN), Australasia (Australia and New Zealand) (ANZ), the United Kingdom (UK) and South Africa (SA).Design/methodology/approachData are summarized and compared across each of the participating countries, providing a more global context and depth of perspective on peer leadership (PL) in higher education than is currently available in the literature.FindingsThe findings highlight some apparent differences between countries in relation to student engagement in peer leader roles and the ways in which PL is supported by higher education institutions, as well as some similarities across the different international contexts, particularly in the way peer leaders view the benefits of their involvement in PL.Originality/valueThese insights provide a valuable addition to the literature on PL and practical information to higher education institutions for supporting student leadership development and involvement.","PeriodicalId":517471,"journal":{"name":"Journal of Leadership Education","volume":"116 51","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140379222","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}