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There is a recent call for and emergence of leadership research that purposefully centers students’ social identities and lived experiences in order to gain more nuanced understandings of college student leadership development and elevate marginalized voices in the leadership narrative. In this qualitative study, the researchers focused on the leadership approaches of Latina college student leaders at Hispanic Serving Institutions and the influences that shape their approaches to leadership. The findings reveal participants’ unique forms of capital as well as sources of on-campus support that shape and influence their leadership beliefs and styles, including a focus on community, a commitment to making a positive impact, and non-hierarchical approaches to leadership.

Student affairs educators have an important role in advancing the National Leadership Education Research Agenda (NLERA). This article reviews the ‘cross fertilization’ of student affairs and leadership education by examining strengths, opportunities, and challenges in relation to the NLERA priorities. Student affairs educators’ commitment to the integration of theory and practice, to the intentional and developmental design and assessment of learning environments, and to applying critical and constructivist perspectives to the ethical and emancipatory foundations of leadership education are all explored. Recommendations for future research are identified, including a call for research that includes complex modeling and multivariate analyses, and research that examines the contributions of cognitive, affective, and efficacy-related dimensions of leadership.

Alongside the growing emphasis on global education within higher education is a greater focus on global leadership and global citizenship within leadership education. In this application manuscript the authors provide examples and discussion of how they have used the Emotionally Intelligent Leadership model as a framework for teaching leadership courses focused on intercultural competence and global mindset. Two specific courses are highlighted, and the authors provide their reflections and implications for leadership education.

We provide a brief description of a leadership-oriented short-term (nine days) study abroad program offered in May 2012. The program centered in Rome, Italy, combined classroom curricula with field experiences in the city as well as in Bologna and Florence. Initial quantitative and qualitative assessment suggested the program helped student development both in their leadership practices as well as their personal development.

This qualitative exploratory study focuses on the leadership experiences of college men who held leadership roles in campus organizations. The researchers examined the students’ experiences of leading their organizations and group members and the students’ perceptions of gender roles influencing their leadership practice. Four male participants at a medium-sized, religiously-affiliated university engaged in in-depth interviews and a focus group with the researchers, who used a blend of qualitative approaches to conduct the study and analyze the data. Key themes emerged around a balance between task and relationship-building; the distinction between power and influence; a desire to do better; understanding leadership as generative; and resisting the masculine/feminine leadership dichotomies. Implications are presented for professional practice and research.

This qualitative study examines student learning about leadership across three sections of a capstone course in an undergraduate leadership minor. Qualitative methods were informed by exploratory case study analysis and phenomenology. Student-centered and inquiry-focused pedagogical approaches, including case-in-point, action inquiry, and problem-based learning, informed classroom teaching and the classroom environment. Engaged in pedagogy steeped in a balance of challenge and support, students gained an increased sense of self, clarity of purpose and vocation, and integration of their leadership practices in and out of the classroom. Students’ understandings of the concept of leadership were also broadened; they recognized the importance of diverse perspectives and roles, began to understand leadership as systemic and interdependent, and emphasized relationship building. Findings suggest three prominent experiences as contributing to students’ learning – reflection, feedback, and engaging in the group process. Implications for leadership education are discussed and areas for future research are identified.

The leaders of the future will have to lead with intercultural competence and with the ability to facilitate this development of competence in others. The development of skills in undergraduate students to meet this challenge is paramount to the establishment of effective leadership for the future. Within this study, researchers address the challenge by quantitatively examining intercultural competency outcomes students derive from leadership-based study abroad experiences. For five years, researchers utilized a pre-post intercultural competency survey of student participants in a leadership education study abroad program in Zambia, Africa. Using the Intercultural Effectiveness Scale (IES), data was analyzed for seventy-eight students who participated in this five-week study abroad course. The results demonstrate statistically significant growth on students’ intercultural competency across all ten measures of dimensions and sub-scales. Recommendations provide a framework for leadership educators to employ pedagogies that influence intercultural development within study abroad as a means of developing global leadership in their students.

There are many studies regarding the value of gaining cultural awareness, but limited empirical evidence has been shared on programs that use integrated learning and capacity building interventions to specifically build cultural competence in aspiring undergraduate leaders. This qualitative case study examined the effects of interventions designed to build intercultural competence in first-year honors students participating in a leadership development program using co-curricular activities, undergraduate research, and a short-term education abroad. Data collected from two cohorts who completed the first year of the program revealed students’ perceptions of their short-term education abroad experience’s impact on their intercultural competence and leadership development. The study demonstrates the value of integrated leadership and intercultural competence development among undergraduate students.

The need for individuals capable of leading change has become pronounced based on the changes occurring within the higher education system. The purpose of this study was to examine if participation in the LEAD21 leadership development program, a national leadership program for faculty emerging as leaders in the land-grant university system, changed participant levels of change leadership. The longitudinal analysis included comparisons across members of three classes in the LEAD21 program, as well as the aggregated data from all three years. Results indicated overall level of change leadership rose by an average of 28.8%. Additionally, the study established benchmarks for pre-program and post-program levels of change leadership. Leadership educators can use the results to inform future leadership education initiatives. Furthermore, the study presents a Leading Change Scale that may be appropriate for future leadership program evaluations. Ongoing evaluations of leadership programs are encouraged.

Although the term interpersonal leadership has been well established within the literature, there remains a dearth of theoretically derived models that specifically address the comprehensive nature of the underlying leader behaviors and activities. The intent of the present article is to attempt to synthesize the existent leadership models, behaviors, and factors to arrive at a coherent conceptual model of interpersonal leadership that can inform efficient and effective leadership education programs. The resulting model included 13 primary factors integrated within a hierarchical framework. Leadership educators are recommended to adopt or adapt the proposed model while developing educational curriculum and interventions.