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Article
Publication date: 15 April 2022

David M. Rosch, Scott J. Allen, Daniel M. Jenkins and Meghan L. Pickett

We conducted a national study of the Collegiate Leadership Competition (CLC), which since inception in 2015, has included over 75 higher education institutions. The CLC brings…

140

Abstract

We conducted a national study of the Collegiate Leadership Competition (CLC), which since inception in 2015, has included over 75 higher education institutions. The CLC brings students together in collaborative institution-based teams to compete with other teams in competitions to achieve goals and practice effective leadership skills. Our goal was to assess leadership capacity growth over the course of a four-month team practice period through the daylong inter-team competition and evaluate participant leadership assessed several months later. Results suggested students made significant and sustainable gains in leader-self-efficacy and short-term gains in leadership skill and motivation to lead. Our results also indicated the team’s coach played a significant role in student leadership development.

Leadership development programs for students in educational settings are proliferating in number and design. Curricular programs range from academic minors and certificates to doctoral programs in a variety of academic homes (e.g., education, business, healthcare). Co-curricular programs often take the form of drop-in workshops, day-long experiences, alternative spring breaks, service-learning trips, and other programs housed in student affairs and administrative offices (Guthrie & Jenkins, 2018). Moreover, the number of programs has steadily increased over the last 15 years from just under 1,000 in 2006 (Brungardt, et al., 2006) to more than 2,000 (ILA Program Directory, 2021). And while there is some commonality among the approach of these leadership programs in terms of content and delivery (see Harvey & Jenkins, 2014), vast differences exist in the structure and learning goals of student leadership programs compared to other social science disciplines. A potentially fruitful area in which to explore its effectiveness in supporting leadership development is the environment of competitive teams, where individuals work together as a group to compete against other teams. The purpose of our research was to investigate the degree to which such a competitive environment might support or detract from student leadership group, employing a potentially effective example of a formal program that utilizes the innovative approach of team competitions to motivate learning (the CLC).

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Journal of Leadership Education, vol. 21 no. 2
Type: Research Article
ISSN: 1552-9045

Available. Open Access. Open Access
Article
Publication date: 15 October 2019

Allison Dunn, Lori L. Moore, Krista J. Bailey, Summer F. Odom and Gary A. Briers

Currently, more students receive leadership education from student affairs offerings than academic leadership courses. Using two simultaneous Delphi panels, Group A – 17 student…

210

Abstract

Currently, more students receive leadership education from student affairs offerings than academic leadership courses. Using two simultaneous Delphi panels, Group A – 17 student affairs managers and Group B – 20 student affairs preparatory program faculty members, this study sought to identify the characteristics of a student affairs leadership educator. While there was agreement (93.8%, n = 32) that student affairs practitioners are leadership educators, there was a disconnect between the two panels in how leadership education should be demonstrated within the context of student affairs. These findings support previous research that student affairs practitioners and preparatory program faculty disagree on the characteristics needed to be a successful student affairs practitioner and expands the impact of these findings into the area of leadership education.

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Journal of Leadership Education, vol. 18 no. 4
Type: Research Article
ISSN: 1552-9045

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Book part
Publication date: 19 November 2020

Abstract

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The Impact of Global Drug Policy on Women: Shifting the Needle
Type: Book
ISBN: 978-1-83982-885-0

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Article
Publication date: 15 April 2021

Allison L. Dunn, Lori L. Moore, Summer F. Odom, Gary E. Briers and Krista J. Bailey

Recent research has shown that student affairs practitioners are characterized as leadership educators by experts in their field, but leadership education traditionally is not…

68

Abstract

Recent research has shown that student affairs practitioners are characterized as leadership educators by experts in their field, but leadership education traditionally is not part of a student affairs preparatory program, nor is leadership education a commonly discussed professional competency. Using two simultaneous Delphi panels, Group A: Student Affairs Practitioners/Managers (n=17) and Group B: Student Affairs Preparatory Program Faculty/Directors (n=20), this study sought to ascertain the competencies required of entry-level student affairs leadership educators. Between the two panels, 128 unique competencies were identified. Four recommendations are provided to strengthen the professional development of student affairs leadership educators.

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Journal of Leadership Education, vol. 20 no. 2
Type: Research Article
ISSN: 1552-9045

Available. Open Access. Open Access
Article
Publication date: 15 April 2019

Page S. Morahan, Ray Wells, Henal Shah Topiwala and Zahra Ladhani

In this application paper, we present an analytical process to identify teaching/learning (T/L) methods used in leadership education. Applying this process to a global program for…

63

Abstract

In this application paper, we present an analytical process to identify teaching/learning (T/L) methods used in leadership education. Applying this process to a global program for leadership development of healthcare professionals, we highlight nine methods that teachers most often used, and learners viewed as most impactful. Seven of the pedagogies identified were aligned with literature, indicating the applicability of the process for leadership education in general. We identified two methods that had not been previously or explicitly described and that learners validated as important: building a respectful and inclusive environment and sharing personal narratives. These methods appear critical for success in a diverse group of learners. The process we describe for analyzing T/L methods will be a useful addition for designers of leadership development programs.

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Journal of Leadership Education, vol. 18 no. 2
Type: Research Article
ISSN: 1552-9045

Available. Open Access. Open Access
Article
Publication date: 15 July 2019

Daniel M. Jenkins

Little is known about the leadership educators who work in more than 2,000 leadership programs worldwide. This phenomenological study of 13 experienced leadership educators from…

375

Abstract

Little is known about the leadership educators who work in more than 2,000 leadership programs worldwide. This phenomenological study of 13 experienced leadership educators from four states and 11 universities explored the lived experiences of becoming and being a leadership educator in higher education. Four sub themes emerged from participants’ understanding of becoming a leadership educator: (a) Impact; (b) Serendipity; (c) Fake it till you make it; and (d) Developing others. And, six sub themes emerged from participants’ understanding of being a leadership educator: (a) Being a helper; (b) Being experimental; (c) Being an advocate; (d) Being a role model; (e) Being passionate; and (f ) Being an agitator.

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Journal of Leadership Education, vol. 18 no. 3
Type: Research Article
ISSN: 1552-9045

Available. Open Access. Open Access
Article
Publication date: 15 January 2018

Daniel M. Jenkins

This study compares the differences in instructional and assessment strategy use between instructors who teach undergraduate- and graduate-level face-to-face, academic…

81

Abstract

This study compares the differences in instructional and assessment strategy use between instructors who teach undergraduate- and graduate-level face-to-face, academic credit-bearing leadership studies courses. Findings suggest that, overall, discussion-based pedagogies, case studies, and self-assessments are the most frequently used instructional strategies, while instructors attach the most weight in their courses to term papers, group projects, and class participation/attendance. Further, undergraduate-level instructors use service learning far more in their instruction, while graduate instructors attach much greater value to term papers.

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Journal of Leadership Education, vol. 17 no. 1
Type: Research Article
ISSN: 1552-9045

Available. Open Access. Open Access
Article
Publication date: 15 October 2020

Daniel M. Jenkins

The purpose of this mixed methods sequential explanatory study was to identify the best pedagogical practices of leadership educators by obtaining quantitative data from surveying…

536

Abstract

The purpose of this mixed methods sequential explanatory study was to identify the best pedagogical practices of leadership educators by obtaining quantitative data from surveying 836 leadership educators about their instructional and assessment strategy choices and then following up with qualitative interviews of 13 leadership educators recommended as “exemplary” by their peers to explore those results in more depth. In the first, quantitative phase, discussion-based pedagogies, case studies, and group projects/presentations were found to be the most frequently used instructional and assessment strategies. In the qualitative follow up phase, rich data related to specific pedagogical groups and five themes related to participants’ pedagogical choices emerged. The quantitative and qualitative findings from the two phases are integrated and discussed with reference to prior research and implications and recommendations are provided

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Journal of Leadership Education, vol. 19 no. 4
Type: Research Article
ISSN: 1552-9045

Available. Open Access. Open Access
Article
Publication date: 15 October 2019

Vicky Katsioloudes and Nicole Cannonier

The study explored the experiences of undergraduate students during a semester-long, leadership development internship course offered at a large research university in the…

198

Abstract

The study explored the experiences of undergraduate students during a semester-long, leadership development internship course offered at a large research university in the southern United States. The researchers employed qualitative content analysis to examine sixty-five student internship portfolios and identify the leadership capabilities that students applied and/or developed as part of the internship. Students identified self-awareness, growth, project planning, team management, and adversity management as the main leadership capabilities used during their internship experience. Results also indicated that students expanded their concept of leadership and built leadership self-efficacy. The study provides preliminary support for including a leadership internship within the curriculum to support student leadership development.

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Journal of Leadership Education, vol. 18 no. 4
Type: Research Article
ISSN: 1552-9045

Available. Open Access. Open Access
Article
Publication date: 15 April 2016

Daniel M. Jenkins

This global, quantitative study explores the instructional and assessment strategy use of leadership educators who teach online, academic credit-bearing leadership studies courses…

102

Abstract

This global, quantitative study explores the instructional and assessment strategy use of leadership educators who teach online, academic credit-bearing leadership studies courses at graduate- and undergraduate-levels. Participants include 81 graduate-level and 37 undergraduate- level instructors who taught an online leadership studies course within two years of completing the web-based survey used in this study. Findings suggest that discussion-based pedagogies, most commonly facilitated in online discussion boards, were the most widely used strategies. And, while reflection, case studies, and group or individual projects were also used frequently, instructors teaching graduate-level courses used ungraded formative quizzes significantly more often than undergraduate instructors. Findings also suggest that instructors attached the most weight to their students’ overall course grades to discussion boards, major writing projects or term papers, and participation.

Details

Journal of Leadership Education, vol. 15 no. 2
Type: Research Article
ISSN: 1552-9045

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