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Article
Publication date: 15 October 2020

Julie A. Chesley, Terri Egan and Hannah E. Jones

The changing landscape that leaders face demands an evolution of leadership development that not only builds skills but also grows a leader’s capacity to effectively respond to…

468

Abstract

The changing landscape that leaders face demands an evolution of leadership development that not only builds skills but also grows a leader’s capacity to effectively respond to and manage an ambiguous, uncertain and changing future. Based on adult development theory, we explore the nuanced difference of leadership development through two distinct, but equally useful lenses: horizontal and vertical leadership development. We examined the state of leadership development practice across fifteen large organizations and present differences in how six common leadership development practices including assessments, individual development plans, expert knowledge sharing, mentorship, coaching, and experiential opportunities were used in a more traditional skill-building way, and how principles of vertical development were incorporated. We conclude with specific practical approaches to modify traditional practices to meet emerging needs.

Details

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

Available. Open Access. Open Access
Article
Publication date: 15 April 2021

Alaba Apesin and Tao Gong

Previous studies indicate that a college-student’s leader self–efficacy (LSE) enhances the ability to be an effective leader. However, there is limited empirical evidence on the…

102

Abstract

Previous studies indicate that a college-student’s leader self–efficacy (LSE) enhances the ability to be an effective leader. However, there is limited empirical evidence on the college experiential factors that develop students’ LSE in Historically Black Institutions (HBIs). The purpose of this study is to adapt Astin’s input-environment- outcome (I-E-O) model to identify the effects of college experiential variables (environment) on student LSE development (output) while controlling for precollege variables (input). Pre- and post-data were collected from 200 freshmen studying at two Historically Black Institutions and analyzed using the hierarchical multiple regression (HMR). The findings suggested that precollege LSE and college co-curricular leadership experiences significantly influence students’ LSE development.

Details

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

Available. Open Access. Open Access
Article
Publication date: 15 January 2022

Graziella Pagliarulo McCarron, Steven Zhou, Alec Campbell, Elizabeth Schierbeek and Kailee Kodama Muscente

The purpose of this study was to explore how variables such as student demographics, pre-college leadership activities, and perceived pre-college parenting behaviors predict…

243

Abstract

The purpose of this study was to explore how variables such as student demographics, pre-college leadership activities, and perceived pre-college parenting behaviors predict students’ leader self-efficacy (i.e., individuals’ confidence in themselves to lead and belief that others will support their leadership [Hannah et al., 2008]) in college and leader emergence (i.e., college-based leadership involvements [DeRue & Ashford, 2010]) in college. Undergraduate students (n = 420) at a large, public university in the Mid-Atlantic were surveyed to examine these relationships and data were analyzed using hierarchical and logistic regression, with appropriate controls and moderators. Findings included discovery that pre-college engagement with sports team positional leadership, community service, extracurriculars, and positive parenting behaviors, such as family routine and greater quality time with parents, predicted leader self-efficacy. Further, findings noted that pre-college community service, extracurriculars, peer tutoring and perceptions of parental quality time and proactive parenting predicted leader emergence. This study suggests that students’ leadership development is influenced by myriad systems across the lifespan and demonstrates that, as educators committed to student development, we must engage the full arc of our students’ leadership journeys and provide for intentional partnerships between higher education and the K-12 community.

Details

Journal of Leadership Education, vol. 21 no. 1
Type: Research Article
ISSN: 1552-9045

Available. Open Access. Open Access
Article
Publication date: 18 April 2024

Jonathan Orsini and Hannah M. Sunderman

The 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…

1509

Abstract

Purpose

The 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/approach

A review of the extant literature is included, and a conceptual model is suggested for further exploration into this critical and under-researched domain.

Findings

More research is needed at the intersection of leadership identity development, meaning-making and marginalized social identities.

Originality/value

As 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.

Details

Journal of Leadership Education, vol. 23 no. 2
Type: Research Article
ISSN: 1552-9045

Keywords

Available. Open Access. Open Access
Book part
Publication date: 29 March 2022

Katharina Dittrich

Scalar terms, such as “local” and “global,” “big” and “small” are fundamental in how academics and practitioners make sense of and respond to grand challenges. Yet, scale is so

Abstract

Scalar terms, such as “local” and “global,” “big” and “small” are fundamental in how academics and practitioners make sense of and respond to grand challenges. Yet, scale is so taken-for-granted that we rarely question or critically reflect on the concept and how it is used. The aim of this paper is to identify scale as an important concept in research on grand challenges and to point out why taking scale for granted can be problematic. In particular, I suggest that to date most research on grand challenges sees scale as a fundamental ontological feature of the world. Yet, scalar categories and hierarchies are not as self-evident and given as they may seem. Moreover, taking scale as an ontological fixed category limits our ability to make sense of, theorize and respond to grand challenges. As an alternative, I suggest seeing scale as an epistemological frame that participants employ in their everyday practices to make sense of, navigate and develop solutions to grand challenges. The chapter concludes with a research agenda for studying scale as socially constructed in practice.

Details

Organizing for Societal Grand Challenges
Type: Book
ISBN: 978-1-83909-829-1

Keywords

Available. Open Access. Open Access
Book part
Publication date: 11 November 2024

Dario Mazzola

Abstract

Details

Freedom and Borders
Type: Book
ISBN: 978-1-80117-994-2

Available. Open Access. Open Access
Book part
Publication date: 19 November 2020

Abstract

Details

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

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

Jasmine D. Collins and David M. Rosch

Numerous studies have provided evidence that interracial interaction can contribute to the development of leadership skills and behaviors for university students. Yet, little…

46

Abstract

Numerous studies have provided evidence that interracial interaction can contribute to the development of leadership skills and behaviors for university students. Yet, little empirical research has been dedicated to understanding the effects of structural (compositional) racial diversity within leadership programs on program participant outcomes. This study examined the impact of the structural racial diversity of 50 leadership program sessions on student leadership capacity gains over time. A total of 667 participants in sessions coded as either “High,” “Moderate,” or “Low” with regard to racial diversity within the session served as the sample. Results from data collected immediately prior to, directly after, and 3-4 months after program participation suggest the training effects of a leadership initiative may be augmented by the recruitment of racially diverse participants.

Details

Journal of Leadership Education, vol. 17 no. 3
Type: Research Article
ISSN: 1552-9045

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

Lindsay J. Hastings and Hannah M. Sunderman

The current study examined and explained the relationship between generativity and socially responsible leadership using an explanatory sequential mixed methods design. The first…

162

Abstract

The current study examined and explained the relationship between generativity and socially responsible leadership using an explanatory sequential mixed methods design. The first, quantitative phase examined the predictive relationship between generativity and socially responsible leadership among 82 college student leaders who mentor at a four-year, Midwestern, land-grant university using multiple regression. The second, qualitative phase used a phenomenological design to explain the quantitative results by conducting semi- structured interviews among a sub-sample (n=9) of the quantitative phase participants. Results from the current study advance leadership research in social change as well as advance instruction by helping leadership educators demonstrate their outcomes related to generativity and social responsibility.

Details

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

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

Jennifer A. Smist and David M. Rosch

Existing leadership research focuses more on single experiences than the sustained application of skills beyond the formal leadership program. Using data from 124 college students…

75

Abstract

Existing leadership research focuses more on single experiences than the sustained application of skills beyond the formal leadership program. Using data from 124 college students who participated in a six-day leadership development program, this study used a four-phase longitudinal approach to examine influences on students’ leadership capacity and campus involvement. Students’ family income was placed in a structural equation model, along with their gender, race, leader self-efficacy, leadership skill, and changes in campus involvement, to determine the degree to which leadership capacity might moderate how family income predicts student campus involvement. Within the comprehensive model, no individual variables significantly predicted changes in campus involvement, suggesting that the leadership program itself exerts more influence in sustained campus involvement than student background, including family income.

Details

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

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