John D. Egan, John N. Banter and Carl H. Sorgen
This study examined escape rooms as a teaching strategy for developing four leadership competencies associated with communication. The results indicate that escape rooms are an…
Abstract
This study examined escape rooms as a teaching strategy for developing four leadership competencies associated with communication. The results indicate that escape rooms are an effective teaching strategy for communication competency development in leadership education. One hundred and five participants engaged in an escape room experience followed by a discussion focused on the competencies. The findings indicated a significant positive change from pre-test to post-test in all four student leadership competencies measured, including verbal communication, listening, advocating for a point of view, and conflict negotiation. Leadership educators should consider escape rooms as a pedagogical tool for competency development and may wish to explore alternative serious games to align with their learning objectives.
John Banter, John Egan, Kimberly Hayes and Ben Phillips
It is widely understood that distinctive leadership programs must engage in assessment, and intentional program improvement practices. Design thinking can serve as one…
Abstract
It is widely understood that distinctive leadership programs must engage in assessment, and intentional program improvement practices. Design thinking can serve as one student-centered tool that engages students in the assessment process, while looping feedback into substantive programmatic changes. This paper explores the use of this innovative practice to enhance a co-curricular leadership program at a large university in the Southeastern United States. Practitioners found that design thinking was a useful supplemental assessment tool that led to positive programmatic changes that were focused on students’ needs.
John Davidson Egan, Thomas S. Clark and Iolani M. Connolly
The purpose of this study was to explore the leadership competencies that are effectively transferring into the workplaces of recent military college alumni from both their…
Abstract
Purpose
The purpose of this study was to explore the leadership competencies that are effectively transferring into the workplaces of recent military college alumni from both their curricular and co-curricular experiences.
Design/methodology/approach
Through semi-structured interviews, this study explored 15 military college alumni’s perspectives on the leadership competencies they developed in college and currently apply in the workplace.
Findings
The findings indicated the 15 military college alumni participants developed and applied the following student leadership competencies at work: productive relationships, helping others, supervision, empathy, ethics, functioning independently, resiliency, positive attitude and scope of competence.
Originality/value
Limited research explores leadership learning at military colleges and service academies in the United States. Yet these collegiate military environments have a missional focus on leadership education and development. This article highlights the importance of the alumni lens in assessing leadership learning in collegiate military environments and provides recommendations to administrators of this institution type.
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John Egan, Juliann Sergi McBrayer, Steven Tolman and Pamela Wells
Limited research exists that assesses the transfer of leadership learning from an undergraduate leadership program into alumni work environments. This study explored alumni’…
Abstract
Limited research exists that assesses the transfer of leadership learning from an undergraduate leadership program into alumni work environments. This study explored alumni’ valuation of an undergraduate leadership program by gaining an understanding of what leadership learning and leadership behaviors transferred into work environments. The participants were alumni that graduated from the same university in the southeastern United States, and while enrolled completed a four-year, co-curricular leadership program. Eight participant alumni engaged in semi-structured interviews as well as completed the Leadership Practices Inventory. The findings indicated that specific leadership learning did effectively transfer to work environments, and program alumni were frequently engaged in the Five Practices of Exemplary Leadership at work to some degree. When developing leadership programs, practitioners may consider incorporating similar programmatic attributes and leadership learning deemed valuable by program alumni.
Ariel L. Kaufman and Mark R. Kueppers
A content validation process of an institutional leadership framework is described for leadership educators in higher education. We created this process to further integrate our…
Abstract
Purpose
A content validation process of an institutional leadership framework is described for leadership educators in higher education. We created this process to further integrate our leadership framework across campus, maintain alignment with advancements in leadership research and ensure it is broadly inclusive and culturally responsive.
Design/methodology/approach
Our approach included seven essential design elements and was informed by a review of leadership frameworks in practice and the literature, validation studies and a comprehensive document review.
Findings
Our approach yielded a validated leadership framework with modifications to its principles, values, competencies and outcomes. Modifications addressed pre-determined criteria and were deemed relevant to leadership research and our institutional context.
Originality/value
The external content validation process of our leadership framework is novel and serves as a valuable guide for those considering opportunities to strengthen their own institutional approaches to leadership education.
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Leadership and music are two topics that are rarely mentioned together. However, their universal, intriguing, and complex nature allows a unique framework for helping individuals…
Abstract
Leadership and music are two topics that are rarely mentioned together. However, their universal, intriguing, and complex nature allows a unique framework for helping individuals learn leadership concepts. In this paper several songs have been selected from various music genres. Each demonstrates elements of leadership. Aspects of popular culture such as music can create opportunities to learn about leadership and contribute to the development of one’s leadership style. General leadership concepts, along with the transformational approach and emotional intelligence, will be explained as we study each song. Additionally, the paper will discuss effective teaching methods and applications for using music to teach leadership.
Eric Zabiegalski and Michael John Marquardt
This article couples organizational theory with practice with the union of action learning and the ambidextrous organization. It aims to show how action learning contributes to…
Abstract
Purpose
This article couples organizational theory with practice with the union of action learning and the ambidextrous organization. It aims to show how action learning contributes to the creation and sustainment of an ambidextrous (learning) organization.
Design/methodology/approach
A side-by-side comparison of action learning and the ambidextrous organization was used.
Findings
Action learning “teaches” and promotes the framework and processes of ambidexterity and the practical creation of learning organizations. An action learning team in action performs like an ambidextrous organization to the extent that “acting” is synonymous with exploitation and “learning” with exploration.
Research limitations/implications
Action learning is a powerful tool for the ambidextrous organization, serving as a template for the practitioner to create a learning organization.
Originality/value
This paper extends the literature on organizational structure, leadership, culture and change as it relates to ambidexterity, learning organizations and action learning. It integrates learning theory through action learning with the practice of the ambidextrous organization. A synergistic theory/practice circle is created through the combination of the processes of “theory informing theory” from academia and “practice informing practice” from industry, creating a “theory informing practice and practice validating and updating better theory” circle.
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Shasha Zhao, Sarah Ku and John Dilyard
This chapter offers novel insights into how global corporations can innovate to tackle the global waste crisis and gain sustainable competitive positions. Using two of the most…
Abstract
This chapter offers novel insights into how global corporations can innovate to tackle the global waste crisis and gain sustainable competitive positions. Using two of the most prominent types of global waste crises – food and plastic wastes – we discuss the dilemma of food and plastic waste, why innovations in global firms are needed to address them, and argue that a different perspective among those firms is needed, one which conceptualizes the development, dissemination and use of innovations in waste management, and one which recognizes that innovations, thus, created contribute to advancing the creation of economic, environmental and social value. We conclude using an overarching conceptual framework that depicts the complexity of the new perspective.
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Jonathan Orsini and Natalie Coers
Students pursuing doctoral degrees are expected to become leaders in their disciplines. Given that, leadership development should be an important part of any curriculum that…
Abstract
Students pursuing doctoral degrees are expected to become leaders in their disciplines. Given that, leadership development should be an important part of any curriculum that prepares doctoral students for professional careers after graduation. However, there are questions regarding the effectiveness and prevalence of formal leadership development structures in graduate school. With this gap in formal professional preparation, faculty mentors are expected to provide the necessary socialization, support, and guidance for doctoral students to develop as leaders in their disciplines. This mixed-methods study of graduate students was conducted using online questionnaires and personal interviews to determine the impact of faculty mentoring behaviors on the development of doctoral student leadership self-efficacy. Findings suggest that students in doctoral programs experience significant negative emotional arousal in the form of uncertainty, anxiety, and self-doubt. Faculty mentors that are accessible, trustworthy, and provide constructive feedback can mitigate these negative feelings and encourage the development of leadership self-efficacy through verbal support and mastery experiences. In addition, the data suggests that active student cohorts and effective departmental leadership are also important to the development of doctoral student leadership self-efficacy.
Katie Rosenbusch and Christine Townsend
The purpose was to examine the development of transformational and transactional leadership skills among Generation X collegiate student organizational officers and members. This…
Abstract
The purpose was to examine the development of transformational and transactional leadership skills among Generation X collegiate student organizational officers and members. This study looked at the organizational structure of each group and member’s gender to determine if these variables were related to leadership style. In this correlational study 190 college students between the ages of 18-22 from two different leadership organizations were given the Multifactor Leadership Questionnaire (Bass & Avolio, 1995). Significant relationships were found between the transformational leadership scores and gender. It was found that female student leaders tended to be more transformational than male student leaders. Males had a tendency to portray transactional leadership skills. The type of organization did not influence what type of leader emerged. Although Generation X attributes suggest all members are more transformational, it was concluded that gender continues to have a significant impact on the development of student leader transformational leadership skills.