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We examine how leaders can become more self-aware in one graduate program that helped students develop their leadership competencies and become more accurate in their self-assessment of those competencies.

The Master of Science in Executive Leadership and Organizational Change program was created in response to the challenge of developing and accessing leaders in emotional and social intelligence competencies.

The analysis of student self-assessments and assessments by others at the beginning and end of the program provided the data for our research, showing empirical evidence of leadership development and improvement.

The study examined students in one program at one university so the generalizability of results is not clear. We have no way to rule out other experiences students had during the two-year period. We chose a single approach to measuring accuracy of self-assessment, future research may compare the results from a variety of approaches to this measurement issue.

We describe the program that helped students develop leadership competencies, develop the self-awareness necessary to take action as a leader and calibrate a more accurate self-assessment of leadership competencies over a two-year period.

We demonstrate how one leadership development program can help all students become more accurate in their self-assessments. We do not need different development programs to help one group of leaders gain confidence and another for leaders who are overly confident. An educational curriculum can foster transformational learning that enables ongoing leader development (Petriglieri, Wood, & Petriglieri, 2011). Academic programs can create experiences that help students develop and increase their self-awareness so that they are confident enough to put their learning into action. Like effective leadership development programs (Van Velsor, McCauley, Ruderman, & Ruderman, 2010), management education programs can incorporate assessment, feedback and support so that students become the effective and outstanding leaders the world needs.

Patronage of local footwear have not been encouraging in Nigeria despite recent investments. The purpose of the study is to evaluate celebrity endorsement and customer patronage of small and medium-scale enterprises (SMEs) products in African context, with focus on trustworthiness, expertise, attractiveness, respect and similarity (TEARS) model.

The research was designed as a descriptive survey. An online structured questionnaire was applied for data collection. Cronbach Alpha and content validity were used for reliability and validity, respectively. TEARS model was used to ascertain key dimensions, and Pearson correlation coefficient and logistic regression were applied into the analysis.

The findings reveal that celebrity endorsement is not associated with patronage of local footwears, though TEARS model analysis indicates the direction of consumers rating on celebrity endorsement. Factors such as recommendation and quality impact the consumer willingness to buy local footwear.

The small sample size calls for caution in generalization.

The study suggests that although the TEARs model is viable, all the dimensions are mutually exclusive. However, this depends on the characteristics of the brand. In driving patronage, managers must pay attention to personal and non-personal cues such as price, quality and source of information about their brand.

The originality is buttressed from the value it provides for local product production and patronage. The significant factors are indicated as key to addressing low patronage.

Modern academic links between leadership and strategy were forged in the early 1960s with the heightened application of strategy to business planning. These links were soon dissolved by the strategy consultants who came to dominate the field of business strategy in the mid-1960s. The consultants dismissed the role of leadership in strategic planning in favor of objective analyses of the external environment that eliminated any need for leadership skills, judgment, values, or intuition. Failures to implement strategy in the 1980s led to limited roles for leaders in implementing strategies they had no role in creating, but the gulf between leadership and strategy has steadily widened.

This paper traces the consequences of this widening gulf for teaching leadership and strategy in the classroom. It explores how an integrated approach to teaching leadership and strategy would better prepare today’s students for the challenges they will face as future business leaders.