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This narrative shares a personal account of how the actions of one person can truly motivate, inspire, and challenge another person to transform. This reflective story outlines the actions of my transformational leader and also indicates how those behaviors align with a transformational leadership model published well after the interaction. I also challenge the reader to reach out to their transformational leader and reflect on their own personal development.

Consistent with the knowledge spillover theory of entrepreneurship, the purpose of this paper is to recognise the complementary entrepreneurial role of knowledge transfer intermediary organisations in the context of two Central and Eastern European (CEE) countries: Poland and the Czech Republic.

The aim was achieved through empirical studies relying on multiple-case study methodology and cross-case analysis covering 21 cases of commercialisation intermediary institutions. It was assumed that institutional and geographical conditions can impact the knowledge-based opportunity exploitation between different national economies.

Research confirmed that scientists in Poland and the Czech Republic are the central figures of the commercialisation process in terms of entrepreneurial opportunity recognition; however, they need support from intermediary organisations in many other entrepreneurial activities. The history of knowledge commercialisation and its intermediating entities in these countries is relatively young and spin-off company creation is not a common practice. Expertise knowledge, creativity and self-confidence admitted, by the respondents in both countries, can be an optimistic sign for the future efforts in fostering innovativeness of CEE countries. Stronger support of formal institutional framework and policies in those countries is expected.

Science commercialisation has lately attracted much attention, but only a few studies have tried to develop conceptual frameworks considering knowledge-based entrepreneurship and knowledge commercialisation in their relations and subsequential roles. Also, over the past couple of years literature in this area has expanded mainly relying on observations in the USA and Western European countries. Hence, this study allowed to collect findings from CEE countries for which data are still insufficient but can significantly contribute to the theory development. Also, some recommendations for policymakers arise from this study. Further research could validate the results in an extensive quantitative study.

Each year, millions of people around the world are affected by natural disasters. Following these disasters, many students from colleges and universities arrive to support the affected areas. These seamless leadership learning opportunities engage students by allowing them to implement the concepts they learned in a classroom. Humanitarian relief requires leadership and logistics to mobilize essential resources to aid vulnerable groups affected by these disasters. This qualitative study evaluates two separate relief projects that were hands-on, week- long service trips involving college students responding to two natural disasters in the United States of America. Using data collected from prompt-based journals, the researchers in this study sought to develop a deeper understanding of participant service experiences in relation to leadership education. Leadership education provides valuable reflection points for students and this manuscript outlines key themes from two unique service experiences. This project showcases these reflections and provides a potential qualitative assessment process for similar endeavors useful for both educators and researchers alike.

Providing leadership education for young men growing up without their father, through a structured curriculum and mentoring program, should enhance their development. To examine this, the authors interviewed adult alumni who participated as adolescents in a cohort-based, sixmonth leadership program. Interviews outlined several key themes: once served by others the young men desired to serve their community, choosing an authentic leadership educator matters, program mentors inspired positive life changes, and the learned leadership lessons transcended the setting and the curriculum. This qualitative project examined the efficacy of a youth leadership development program by interviewing past participants. This research outlined how service to others can inspire more service and that leadership education has the potential to alter lives, and in this case, even save lives.

The purpose of this study was to understand if selected leadership pedagogy (hands on activities) utilized in an organizational behavior classroom contributed to the development of workplace readiness skills. Since successful organizational behavior classes and hands on learning can lead to successful graduates, the importance of leadership pedagogy emerges. In the case here, the participants in one organizational behavior class were followed through a single semester providing feedback to the instructors on the perceived effectiveness of the participatory activities. The researchers found that, in this case, the students shared mixed reactions to the activities, but were able to share positive impacts and gains they felt they received from participating in those activities. Readiness skills were developed, however recommendations for further research and practice are included.

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.

The purpose of this article is to collectively work towards understanding and resolving the COVID-19 pandemic issues based on Messersmith's (2018) song, We All Do Better When We All Do Better. Furthermore, Our Identity should not Remain Marked to understand and overcome the workings of a virus whose Identity [DOES NOT] Remain Marked!

Practice-based creation coalesced with analytical writing.

We All Do Better When We All Do Better! The COVID-19 pandemic corresponds to crucial fundamental assumptions which have appeared from adversity anthropology over the past epochs. First, that environmental catastrophes infrequently surface, because calamities are communal and reliant on trans-species relationships. Furthermore, they appear from a blend of threat and susceptibility, with susceptibility as the causal issue. Second, the disaster occurs at manifold ranks concurrently, with responses to a threat; it endangers all the weak issues along with the original threat (Kelman, 2020).

Throughout COVID-19 much of the media left cavernous time gaps, masks turned into tools of rebellion, and power and violence were exercised indirectly on the vulnerable. The virtual campuses of WhatsApp, Facebook and conventional broadcasting are disseminating specialist knowledge in pandemic science; now everyone is certified. They voice a nouveau-vindictive biopolitical language, so we rise towards COVID-19 denialism. And, we turn into unthinking puppets who speed up the transfer of misinformation that moves like an “asymptomatic” cough through an overcrowded bar or beach as all inhale-consume it.

Part of pandemic planning and dealing with the consequential calamity is to integrate instantly the disastrous aspects caused by lockdowns. In this surge of terror and apprehension, we cannot afford to isolate people, even more through shame and prejudice. Each one of us is accountable to support each other and advocate for an all-inclusive healthy community.

Unescapably, as an immigrant, I had never dreaded this “home away from home” and stay anyhow, and I always had something to write home about. But recently I have had “Nothing to Write Home About,” (Madan-Soni, 2019). Migrant employees in most countries including international students were not much more than uninvited guests positioned in a conventional neighbourhood. It is as if your every expatriate-neighbour was plague-ridden and waiting to infect you. But the virus required no genomic or national identity or visa rank, it could cut all lines to get to you. The virus's Identity Is [Not] Marked.

Our Identity Remains Marked (2020) is my probing visual description of how Our Identity Remains Marked, layered, and stratified in stone under authoritarian structures of patriarchy. I read and researched about how Our Identity Remains Marked when humans are othered through the colours of race, gender, national and immigrant status, including all Earth others. Crafting things, creating something engages with a developing field of ecofeminist research on visual and embodied approaches and creativity (VEM Network, n.d; Reynolds, 2021). Painting offered me a therapeutic way of thinking and of using my senses.

The Teen Excellence in Leadership Institute (TELI) was created to provide meaningful leadership and civic- engagementexperiencestoteens.WeintegratedChickering’sTheoryofIdentityDevelopmentandthe 4-H Citizenship Framework to develop program objectives and a model, consisting of four components: understanding of self, developing a network, community problem solving, and advocacy. This study aimed to determinetheoveralleffectivenessoftheprogram,highlightareasforprogramimprovement,andprovide a proof of concept for the model. Results on select 4-H Citizenship Common Measures indicated statistically significantgainsinthefourcomponentsofthemodelforcohortsoneandtwo.Focusgroupdatarevealed five themes: diversity, connection, skill development, practical application, and learning about self. Evaluative resultssubstantiateprogramimpactandareasforcontinuedprogramdevelopment.

International student enrollment has experienced dramatic increases on U.S. campuses. Using a national dataset, the study explores and compares international and domestic students’ incoming and post-training levels of motivation to lead, leadership self- efficacy, and leadership skill using inverse-probability weighting of propensity scores to explore differences between the two samples. Unweighted findings suggest that international and domestic students enter programs similarly across in many ways, and leave the immersion program with similar gains. However, a matched-sample comparison suggests that international students’ growth was statistically different in ethical leadership skills, affective- identity motivation to lead, and leadership self-efficacy. Discussion focuses on the benefits of leadership development to international students why campuses could build partnerships between units that serve international students and leadership educators to facilitate a more inclusive campus.