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Researchers conducted a qualitative analysis of students’ experiences while enrolled in an interdisciplinary leadership minor with the intent to determine programmatic inputs that spur leadership development. Based on students’ reflections, three domains of programmatic inputs for leadership development within the minor were identified. These domains include leadership development at the individual level, leadership development at the group level, and leadership development through experiential learning. Themes within these three domains are also identified providing additional insight into the participants’ experiences while enrolled in the leadership minor. Based on these findings, researchers proposed a framework for leadership development within an interdisciplinary minor. Recommendations for future research and application of the proposed framework are discussed.

Leadership is a concept that has always been a major component of Colleges of Agriculture. Undergraduate student have numerous opportunities to develop their leadership skills and abilities though formal coursework, collegiate organizations, and personal leadership activities. This ethnographic qualitative research study investigated the leadership characteristics of outstanding seniors in the College of Food, Agricultural, and Environmental Sciences (CFAES) at The Ohio State University. The study utilized a semi-structured interview methodology. The objectives of the study were to 1) Determine the leadership development experiences of the outstanding seniors prior to their enrolling in college, 2) Identify the leadership development activities in which they participated during their undergraduate studies, 3) Identify their self-perceived strengths, weaknesses, and leadership influences, 4) Identify the personal and professional leadership goals. Results indicate that the outstanding seniors had significant leadership development experiences in FFA and 4-H while in high school. They continued to participate in leadership activities in dozens of different collegiate organizations, both within and outside of the College of Food, Agricultural, and Environmental Sciences. The outstanding seniors had a passionate belief in their own leadership ability, believed strongly in servant leadership, and used their leadership to the benefit of the organizations in which they were members.

Leadership development among postsecondary students can occur through a variety of experiences; one such experience is a leadership minor. The purpose of this descriptive interpretive study was to analyze students’ experiences while enrolled in a leadership minor with a focus on exploring evidence of leadership identity development. By exploring the leadership identity development of students enrolled in a leadership minor, we sought to provide valuable information for professionals within postsecondary leadership education offering, or planning to offer a leadership minor. Our analysis revealed changes in the leadership identity and skill development of students involved in the leadership minor. Implications and recommendations for leadership development programs, specifically leadership minors, arediscussed.

Postsecondary leadership experiences provide students opportunities to gain, enhance, and refine capacities useful in addressing the complex challenges of the world. Our exploratory, descriptive qualitative study examined the motivations of postsecondary students to engage in long-term curricular leadership education (CLE) programs. Interviews and focus groups from 29 participants identified expected outcomes, program characteristics, and social encouragement to be three primary motivators that interact to describe student engagement in CLE programs. This formed a basis for our initial conceptualization of curricular leadership education motivation of postsecondary students. Our findings serve as a foundation to explore postsecondary student motivation to enhance the practice and scholarship of leadership education. We offer a conceptual model illustrating our results as well as recommendations for practice and research.

An increasing number of studies point to student gains from participation in leadership development opportunities. However, very little research exists to explore who has access to these experiences. In this paper, we investigate whether a student’s employment off-campus has an impact on their ability to participate in, and experience gains in leadership efficacy from leadership training opportunities. We employ a linear regression path analysis to identify potential relationships between pre-college leadership efficacy, off-campus employment, participation in leadership training opportunities, and leadership efficacy for undergraduate students at a university in the Pacific Northwest. Pre-college leadership efficacy was the strongest predictor of leadership efficacy for undergraduate students, with hours of employment and leadership training having small, but significant, mediating effects. This begs the question: How do students build their leadership efficacy prior to entering post-secondary education and what drives students to continue to pursue experiences that develop their leadership efficacy?

Undergraduate agricultural leadership education opportunities are prevalent and growing. However, additional attention should be placed on the quality of educational leadership experiences. The purpose of this study was to explore how the context of a learning experience impacts student application of team leadership skills. The findings and implications of this study are reported in three themes: (a) contextual dimensions of educational experiences, (b) agricultural disconnect, and (c) team leadership skill application. Recommendations for practitioners include providing students with real-life leadership skill application experiences, regulating assignments to have agricultural connections, and integrating opportunities for student reflection. Future research should consider questions such as: (a) what other educational leadership experiences may have considerable learning impacts? and (b) what other pedagogical methodologies are useful in teaching agricultural and team leadership education?

The purpose of this paper is to explore the growing science and application of mindfulness as an intervention within organizations.

This is the first in a pair of papers exploring the science and application of mindfulness in organizations. The first section of the paper provides a brief review of the research into mindfulness and its perceived benefits from a health perspective. In the second section, the author considers the neurobiological mechanisms behind mindfulness meditation, before finally considering the organizational research and the limitations of mindfulness at work research.

The paper notes that while there has been considerable research into health outcomes, organizational mindfulness research is still developing a comprehensive case for the wide-scale application of mindfulness.

The paper calls for greater research into organizational mindfulness interventions through collaborations between organizations and consultants.

The paper calls for organizations to adopt an evidence-led approach to using mindfulness and evaluate its impact on employees and organizational performance.

The paper provides a starting point for trainers and organizational development professionals to take stock and consider how mindfulness can be employed as a tool for the benefit of organizations.

Depression has become a major health concern, particularly in developing countries. This disorder is highly prevalent among certain vulnerable populations, such as prisoners. In Peru, prisons are overcrowded, and the health of prisoners is neglected. Thus, this study aims to estimate the prevalence of depression diagnosed during incarceration in male inmates from all Peruvian prisons and assess its associated factors.

A cross-sectional study was conducted based on the secondary data analysis of the National Census of Prison Population 2016 in Peru. This study included records of prisoners who reported whether they were diagnosed with depression by a health-care professional after admission into the prisons. Descriptive, bivariate and multivariable analyses were performed.

Of the 63,312 prisoners included in this study, 1,007 reported an in-prison diagnosis of depression by a health-care professional, which represents a prevalence of 1.59%. Substance use disorder (adjusted prevalence ratio [aPR] 3.10; 95% confidence interval [CI]: 1.91–5.03), hypertension (aPR 7.20; 95% CI: 6.28–8.24) and previous discrimination (aPR 1.97; 95% CI: 1.62–2.40) were strongly associated with depression, even when adjusting for multiple confounders. Other directly associated variables were, for example, violence during childhood, infrequent visits in prison and diabetes.

The right of prisoners to adequate health care is being neglected in Peru. Mental health is a cornerstone of health quality. Acknowledging which factors are associated with depression in prison is important to implement strategies to improve the mental health of prisoners.

The empirical findings of the roles of emotions in teams are mixed. This study, a scoping literature review, aims to synthesize extant research on the roles of emotions in work teams and offers future research directions.

Sixty-nine empirical studies from the past ten years (2012 to 2021) were identified and reviewed. The authors then analyzed these 69 papers based on their research design, focus and nomological network of emotions.

The authors found that there is a clear increasing research trend of studying emotions in a team setting. In the extant literature, team emotions were studied from three major perspectives: emotions, emotional management and emotion measurement. The authors also summarized findings into the nomological network of team emotions. Last but not least, future research directions regarding the research context, focus and design and analysis were recommended.

The role of emotions in teams has not been extensively reviewed or synthesized, and the empirical findings are mixed. This paper synthesized the role of emotions in teams and critical factors that affect emotions in teams. In particular, the research recommendations for critical human resource development scholars cover three aspects: research context advancement, research focus advancement and research design and analysis advancement.

The purpose of this paper is to critically review existing models for evaluating organizational human resource (HR) interventions and to develop a practical but robust model for use by practitioners and researchers.

A literature review was undertaken of existing models developed to evaluate organizational HR interventions. Based on these a new model was developed.

The paper suggests that many of the existing models are either outdated or lack practical focus. The SOAP‐M model offers five levels for evaluation, four suitable for HR professionals and a fifth level for researchers.

The paper is conceptual and the model needs to be tested by organizations to assess whether this has utility for HR practitioners.

The model offers a framework for conducting evaluations of organizational interventions and encourages HR practitioners to improve their practice by conducting robust evaluations of the interventions they use.

The paper offers a new and previously unpublished model, which could help HR practitioners improve their use of evaluation.