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The rising costs of recruiting and hiring workers and the seismic shift of age demographics in the United States workforce has created much stir around the concept of generational cohorts. Although much has been done by researchers and practitioners alike to attempt a better understanding of each generational group’s leadership preferences, confusing and contradictory results has attracted much criticism. This critique has inspired efforts to look at the concept of leadership and followership preference through an alternative lifespan developmental lens. Because leadership influences are inherently social influences, a person’s overall lifespan development level may potentially provide a deeper perspicacity of the phenomenon than examining it from the more conventional generational cohort perspective. However, specific research into this area is lacking. This paper adds to the literature by uncovering what we are missing in research and practice when we look at age-related leadership phenomena solely from a generational cohort perspective. A review of the contradicting literature on generational cohorts and leadership is offered. Next, specific lifespan developmental theories are examined, and propositions and implications of such research are extended.

There exists a variety of programs designed to prepare future leaders. In the arena of graduate programs in leadership, the International Leadership Association (2020) provides over 350 programs in their database. Guthrie and Jenkins (2018) have outlined dozens of strategies for leadership education that are utilized in degree programs. As such, there exists a need for informed choices when experiential learning pedagogies are incorporated in leadership education curriculum. One methodology, known as case-in-point, was designed at the Harvard Kennedy School to teach adaptive leadership (Heifetz & Linsky, 2017). There lacks empirical research in demonstrating the effectiveness and impact of case-in-point pedagogy. This qualitative study explored the perceived impact of 12 alumni who took a case-in-point course embedded in a leadership master’s program across a decade. Alumni’s retrospective experiences were collected to understand the impact the course had on them during the time they were in their leadership program and the impact of the learning for their professional lives. Key themes that emerged from the participants included increased levels of awareness in race and power dynamics, an increased use of self-as-instrument, awareness of relationships to authority, and shifts in views of leadership. All participants viewed the case-in point pedagogy as powerful or positive after having graduated from the program despite many recollections of mixed or negative experiences during their time in the course/s. Implications of the findings suggest important considerations relating to scaffolding and proper processing to enhance or improve outcomes for case-in-point pedagogy designed to enhance leadership ability.

This paper adds to the literature on societal grand challenges by shifting the focus away from business firms and other formal organizations as key actors in addressing such challenges toward the inherent organizing capacity that lies in the use of language itself. More specifically, we focus on the organizing capacities of metaphor-based communication, seeking to ascertain which qualities of metaphors enable them to co-orient collective action toward tackling grand challenges. In addressing this question, we develop an analytical framework based on two qualities of metaphorical communication that can provide such co-orientation: a metaphor’s (a) vividness and (b) responsible actionability. We illustrate the usefulness of this framework by assessing selected metaphors used in the public discourse to make sense of and organize collective responses to the Covid-19 pandemic, including the flu metaphor/analogy, the war metaphor, and the combined metaphor of “the hammer and the dance.” Our paper contributes to extant research by providing a means to assess the co-orienting potential of metaphors in bridging varied interpretations. In so doing, our framework can pave the way toward more responsible use of metaphorical communication in tackling society’s grand challenges.

The purpose of this paper is to improve the estimation of the production frontier in cases where outliers exist. We focus on the case when outliers appear above the true frontier due to measurement error.

The authors use stochastic data envelopment analysis (SDEA) to allow observed points above the frontier. They supplement SDEA with assumptions on the efficiency and show that the true frontier in the presence of outliers can be derived.

This paper finds that the authors’ maximum likelihood approach outperforms super-efficiency measures. Using simulations, this paper shows that SDEA is a useful model for outlier detection.

The model developed in this paper is original; the authors add distributional assumptions to derive the optimal quantile with SDEA to remove outliers. The authors believe that the value of the paper will lead to many citations because real-world data are often subject to outliers.

The purpose of this paper is to explore whether attention, emotion, and cognitive regulation (CR) may be strategies to advance one’s ethnic identity.

The paper is presented in three parts. The first section discusses integrative inquiry (INIQ) (Bresciani Ludvik et al., 2016), a mindfulness methodology and mindful inquiry training program, as a potential pathway to help mitigate stress and enhance healthy development and well-being strategies that combat stressors related to ethnic and racial identity; and increase opportunities for positive ethnic identity development. INIQ was designed to influence areas of the brain associated with attention regulation, emotion regulation, and CR in order to decrease stress and anxiety, and heighten executive functions of undergraduate and graduate students. The second section discusses an exploratory study to see whether INIQ resulted in higher mean scores for participants on their ethnic identity, as assessed by the multigroup ethnic identity measure (Phinney, 1992).

The results indicated that there was a significant increase in pre-test and post-test scores for mindfulness (p=0.001) as well as the dependent measure for learning exploration (p=0.028) among 30 undergraduate, master’s- and doctoral-seeking students. There was also a non-significant increase for clear understanding (p=0.15) and overall ethnic identity achievement (p=0.387); and non-significant decrease for ethnic belonging (p=0.424).

These findings suggest that INIQ may increase students’ ethnic learning exploration, which is an important process in ethnic identity development (Phinney and Ong, 2007). This study also suggests that INIQ increases mindfulness in participants. The authors conclude with a discussion and recommendations to future INIQ and other diversity centered student support practitioners interested in influencing positive ethnic identity formation.

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).

In many security domains, the ‘human in the system’ is often a critical line of defence in identifying, preventing and responding to any threats (Saikayasit, Stedmon, & Lawson, 2015). Traditionally, such security domains are often focussed on mainstream public safety within crowded spaces and border controls, through to identifying suspicious behaviours, hostile reconnaissance and implementing counter-terrorism initiatives. More recently, with growing insecurity around the world, organisations have looked to improve their security risk management frameworks, developing concepts which originated in the health and safety field to deal with more pressing risks such as terrorist acts, abduction and piracy (Paul, 2018). In these instances, security is usually the specific responsibility of frontline personnel with defined roles and responsibilities operating in accordance with organisational protocols (Saikayasit, Stedmon, Lawson, & Fussey, 2012; Stedmon, Saikayasit, Lawson, & Fussey, 2013). However, understanding the knowledge that frontline security workers might possess and use requires sensitive investigation in equally sensitive security domains.

This chapter considers how to investigate knowledge elicitation in these sensitive security domains and underlying ethics in research design that supports and protects the nature of investigation and end-users alike. This chapter also discusses the criteria used for ensuring trustworthiness as well as assessing the relative merits of the range of methods adopted.