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Incoming first-year college students (N = 4,292) were surveyed regarding attitudes and beliefs about leadership. Students’ opinions about their leadership ability were high and were related to having an outgoing personality, as well as the number of high school activities in which they had been involved. In addition, students’ understanding of leadership was largely hierarchical and unsophisticated. Gender was strongly related to beliefs about leadership, with males indicating a stronger belief in hierarchical leadership, and females indicating a stronger belief in systemic leadership. The results indicated men and women are most likely to be anchored in Komives et al.’s (2009) Stages 2 and 3 whereas women also show some characteristics of Stage 4. It was argued these results support a modular approach to leadership development in which students acquire credits toward a certificate in leadership and where some components of the training activities involve separating the genders.

Incoming first-year college students completed a leadership survey prior to any formal leadership education. These students were reassessed during the spring of their senior year; 386 students completed both surveys. The differential effect of 33 leadership and demographic variables on change in hierarchical and systemic leadership beliefs were examined with stepwise regression analyses. Completion of a leadership certificate intended for students in supervisory student employment positions and racial/ethnic background were the only variables predicting changes in leadership beliefs. Results are discussed relative to Leadership Identity Development theory (Komives, Owen, Longerbeam, Mainella, & Osteen, 2005) and ecological leadership theory (Wielkiewicz & Stelzner, 2005).

Numerous studies have provided evidence that interracial interaction can contribute to the development of leadership skills and behaviors for university students. Yet, little empirical research has been dedicated to understanding the effects of structural (compositional) racial diversity within leadership programs on program participant outcomes. This study examined the impact of the structural racial diversity of 50 leadership program sessions on student leadership capacity gains over time. A total of 667 participants in sessions coded as either “High,” “Moderate,” or “Low” with regard to racial diversity within the session served as the sample. Results from data collected immediately prior to, directly after, and 3-4 months after program participation suggest the training effects of a leadership initiative may be augmented by the recruitment of racially diverse participants.

Due to limited resources available for leadership development programming at colleges and universities, there is a need to better understand the leadership attitudes and beliefs of incoming first-year students in order to most efficiently develop effective leadership. The purpose of this study was to examine the leadership attitudes and beliefs of incoming first-year college students within the context of ecological leadership in order to determine if gender or ethnic differences in the leadership attitudes and beliefs exist. Implications for leadership development programs are discussed.

This study sought to explore first-year college student perceptions related to when they first became aware of leadership and perceived influences on leadership. The study was rooted in the Leadership Identity Development Model (Komives, Owen, Longerbeam, Mainella, & Osteen, 2005). Five purposively selected individuals completing the first semester of a formal leadership program for first-year students participated in this study. Content analysis of qualitative interviews revealed two themes related to leadership awareness: pre-college and positional versus non-positional roles; four themes related to perceived leadership influences: external role models, internal beliefs, previous experience, and types of leadership/leadership philosophy. This research supports the importance of both internal and external factors in developing an understanding of what leadership is by first-year college students.

In the early 1930s, Nicholas Kaldor could be classified as an Austrian economist. The author reconstructs the intertwined paths of Kaldor and Friedrich A. Hayek to disequilibrium economics through the theoretical deficiencies exposed by the Austrian theory of capital and its consequences on equilibrium analysis.

The author approaches the discussion using a theoretical and historical reconstruction based on published and unpublished materials.

The integration of capital theory into a business cycle theory by the Austrians and its shortcomings – e.g. criticized by Piero Sraffa and Gunnar Myrdal – called attention to the limitation of the theoretical apparatus of equilibrium analysis in dynamic contexts. This was a central element to Kaldor’s emancipation in 1934 and his subsequent conversion to John Maynard Keynes’ The General Theory of Employment, Interest, and Money (1936). In addition, it was pivotal to Hayek’s reformulation of equilibrium as a social coordination problem in “Economics and Knowledge” (1937). It also had implications for Kaldor’s mature developments, such as the construction of the post-Keynesian models of growth and distribution, the Cambridge capital controversy, and his critique of neoclassical equilibrium economics.

The close encounter between Kaldor and Hayek in the early 1930s, the developments during that decade and its mature consequences are unexplored in the secondary literature. The author attempts to construct a coherent historical narrative that integrates many intertwined elements and personas (e.g. the reception of Knut Wicksell in the English-speaking world; Piero Sraffa’s critique of Hayek; Gunnar Myrdal’s critique of Wicksell, Hayek, and Keynes; the Hayek-Knight-Kaldor debate; the Kaldor-Hayek debate, etc.) that were not connected until now by previous commentators.

This study examines how extracurricular activity experiences affect students’ leadership development outcomes. Students’ leadership development outcomes are analyzed depend on general characteristics and collegiate/pre-collegiate experiences of extracurricular activities. The correlation to the individual, group, and community values of leadership development was analyzed. The study utilized the Social Change Model and Socially Responsible Leadership Scale (SRLS-R2). Data was analyzed from college students (N=706) using quantitative methodology. The results indicated students who participated in extracurricular activities while in college and high school scored relatively higher in each individual, group, and community value (p<.05). Gender and class level were significantly associated with student leadership development. Specifically, women had relatively higher leadership development than men in congruence, commitment, and citizenship. Also, senior students scored higher than sophomores in individual and community values, showing significant differences. This study guides educational leaders to amplify student participation opportunities that positively affect their leadership development. Educators should consider multifaceted approaches to enhance students’ leadership and a substantively deeper understanding of the latent benefits and patterns of student involvement in extracurricular activities.

Leadership is a concept that has always been a major component of Colleges of Agriculture. Undergraduate student have numerous opportunities to develop their leadership skills and abilities though formal coursework, collegiate organizations, and personal leadership activities. This ethnographic qualitative research study investigated the leadership characteristics of outstanding seniors in the College of Food, Agricultural, and Environmental Sciences (CFAES) at The Ohio State University. The study utilized a semi-structured interview methodology. The objectives of the study were to 1) Determine the leadership development experiences of the outstanding seniors prior to their enrolling in college, 2) Identify the leadership development activities in which they participated during their undergraduate studies, 3) Identify their self-perceived strengths, weaknesses, and leadership influences, 4) Identify the personal and professional leadership goals. Results indicate that the outstanding seniors had significant leadership development experiences in FFA and 4-H while in high school. They continued to participate in leadership activities in dozens of different collegiate organizations, both within and outside of the College of Food, Agricultural, and Environmental Sciences. The outstanding seniors had a passionate belief in their own leadership ability, believed strongly in servant leadership, and used their leadership to the benefit of the organizations in which they were members.

A handful of models and measures currently exist for the purpose of assessing student capacity for leading social change. Ample research suggests that students of different racial and gender identity groups exhibit various understandings, motivations, and behaviors related to social engagement and transformation, yet few studies take into consideration the potential for diverse students to interpret social-change-related survey scale items differently. Using a critical quantitative approach, this study compares factor loading patterns of the Social Issues Advocacy Scale (SIAS; Nilsson, et al., 2011) across eight race/gender subgroups to test the extent to which the factor structure remains invariant. Findings suggest that intersections of race and gender do influence how scale items cluster together. This study lends support for critical quantitative research designs that examine social phenomena using a specific-group approach, and calls for scholars to consider the cultural validity of scales used to measure capacity for social justice leadership.