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While many studies investigate student leadership development in educational contexts or curriculum-based programs, little is known about the efficacy of leadership development programs that emerge in municipalities. This mixed methods case study explored the leadership development of participants in three nine-month youth leadership programs at a municipal-based prevention, treatment, and outreach center in the United States. Qualitative focus groups and quantitative surveys using the Student Leadership Practices Inventory (SLPI) were used to collect data at the beginning and end of the three programs along with a post-program evaluative survey. Findings from the qualitative and quantitative analyses are first presented individually and then expressed using a joint display table to visually represent the integrated results. Findings showed that the programs positively influenced participants’ perceptions, characteristics, and behaviors as youth leaders in their communities. Participants not only indicated improvements in their leadership practices according to the SLPI from pre- to post-program, but also demonstrated more complex understandings of leadership and what it means to be a leader in one’s community. These findings are useful for individuals and organizations planning student leadership development programs and should inform future research in the field.

This study aims to shape the future trajectory of scholarly research on traditional, reputational and societal supply chain risks and their management.

The research uses a narrative literature review of the overview type. To control bias stemming from the subjectivity of the methodology, the authors synthesized the relevant literature transparently and established various safeguarding procedures.

The established research stream on traditional supply chain risk has generated a wealth of concepts that can potentially be transferred to the study of reputational and societal risks. The maturing research stream on reputational risks has mostly focused on risk manifestation, from the upstream perspective of the focal firm. The emerging scholarship on societal supply chain risks has anecdotally highlighted detrimental effects on contextual actors, such as society-at-large.

This study shifts scholarly attention to the role of the context in the risk manifestation process – as a potential risk source for traditional supply chain risk, during the risk materialization for reputational supply chain risk, and as the locus of the risk effect for societal supply chain risk.

This review is unique in that it fosters a holistic understanding of supply chain risk and underscores the increased importance of the context for it. The socioeconomic, institutional and ecological contexts connect the three reviewed research streams. Detailed research agendas for each literature stream are developed, comprising 23 topical areas in total.

Leadership educators must consider how to most effectively develop youth knowledge, skills, attitudes, aspirations and leadership abilities when facilitating leadership development. During the first two millennia, leadership was adult-centered, with little focus on development. To develop effective leadership programs, it is essential that leadership educators: consider the implications of societal trends; project the contexts of 21^st century leadership; understand and apply the principles of effective youth leadership development; and, develop meaningful adult and adolescent partnerships to prepare youth for success in the third millennium.

The purpose of this study is to explain how the quality of teacher-student relationships and the gap of cognitive styles between teachers and students impact student achievement. The population for the study was comprised of 11 career and technical education (CTE) teachers and 210 CTE students, representing six disciplines within CTE. The study occurred in a suburban high school in western North Carolina. Leader-member Exchange (LMX) theory and Adaption- innovation theory guided the research. Dyadic intensity between teachers and students predicts the quality of teacher-student relationships from both the teacher’s perspective and the student’s perspective. The quality of teacher-student relationships from the teacher’s perspective predicts the quality of teacher-student relationships student’s perspective. Further research is recommended to understand how leader-member exchange manifests in classroom settings and impacts student achievement.

Designing learning experiences that mimic real-life contexts has always been a challenge for leadership educators. As a result, many educators in leadership courses rely on studies of leadership perspectives, selfassessment activities, and textbook case analysis. However, many educators also successfully design microlevel processes and interactions that offer students the opportunity to experience the dynamics of power and influence whereby they practice leadership. Others explore the daunting challenges of placing students in various organizations to practice leadership. This latter type of practicing leadership is often full of challenges because of the reluctance of organizations to allow practicing students in decision making processes. In this paper, I present a two-week teaching segment in which leader dilemmas are used as inputs for practicing leadership in micro-level processes. The segment is designed in such a way that it mimics real life group dynamics, problem solving, and decision dilemmas. The objective is to provide a context wherein students practice micro-influence making as they experience the complexity of group life and, at the same time, learn to reflect on their learning, emotion, and the potential capacity to lead and follow.

This study used qualitative research procedures to evaluate the learning impact of a long term (3 ½ years) leadership education program on participants’ cognitive models of leadership. Situated learning theory (Lave & Wenger, 1991) and communities of practice principles (Wenger, McDermott, & Snyder, 2002) were used to develop research questions, frame the analysis, and interpret the findings. Participants were drawn from a long established collegiate student organization that has as its objective the development of the leadership capabilities of its members. As members, these students have experienced a military academy type life style while also pursuing their undergraduate studies within a large university setting. Researchers content analyzed 200 to 300 word leadership essays written by 50 student-cadets to determine their cognitive models of leadership. Three models were identified. Leading through relationships was the most frequently discussed in participants’ essays (80%), followed by leading by example (70%), and finally leading by influence (5%). Implications for findings for both practice and research are discussed.

The purpose of this paper is to describe a backward design model implemented to develop a leadership ethics course taught in a graduate leadership program. Backward design was implemented to deeply embed the construct of applied ethics within the fabric of leadership curriculum while capturing intended course competencies. Course curriculum integrates a servant leadership theoretical framework and pedagogy that serves to shape and develop moral imagination in leadership students. Backwards design contributed to clarity, integrity, and alignment of course curriculum with program objectives and university mission.

The undergraduate research experience program is a funding program offered by the Qatar National Research Fund. The purpose of the program is to provide hands-on research experience for undergraduate students in order to increase their capacity for future research activities. However, leading a team of unexperienced researchers can be challenging. Minimal literature exists of how to overcome these challenges and provide a positive learning experience for novice researchers. The purpose of this paper is to: 1) describe a ‘situated learning’ framework, and teaching methods and approaches that may be helpful for future researchers to actively engage students in the research learning process; 2) describe our own experiences with creating a professional community of research using a team approach; and, 3) offer some practical strategies for scaffolding students to gain research skills through working in close proximity to more experienced colleagues. Helpful situated learning strategies included active engagement of students throughout the project, setting meaningful activities, meeting regularly as a team, scaffolding student learning, setting both individual and group work, assigning specific roles, engaging students in dissemination activities, sharing responsibility, and fading control of project activities to the students as their competency increased. Using a structured mentoring strategy resulted in students being actively engaged in all stages of the project. This approach helped to overcome many challenges of working with novice researchers. It was also rewarding to observe the growth of young researchers through the experiences that they gained in working as members of a research community of practice.

The United Arab Emirates University has implemented a unique adaptation of Problem-Based Learning (PBL) to meet the short, medium and long-term interdisciplinary developmental needs of its first-year university students (Learner Training, Thinking Skills, Application of Knowledge, Information Literacy, and Communication). This paper highlights the process of adapting PBL to the foundation year context and presents initial findings demonstrating its positive impact. These findings provide evidence that this adaptation of PBL supports the development of important life-long learning skills, can motivate and engage students, and enables them to make a variety of connections to other subjects, to other students (a community of learners), and to the broader community.

Technology is becoming a part of students’ lives more every day. How as educators can we use technology as a developmental tool instead of a distraction in the classroom? This paper frames technology in leadership instruction through situated learning, specifically how a video production course assignment provided a developmental opportunity for students in an introductory leadership course. The research reports students’ perception of using technology that extends beyond the specific objective of development of a personal definition of leadership and offers a new perspective for engaging other forms of technology.