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Leadership Studies education is a highly personal endeavor shaped by the personal experiences and philosophies of leadership educators. However, when course design collaboration opportunities are presented, teaching approaches and curriculum prioritization may be at odds because of distinct personal narratives. This article frames disagreement over course design as an unexpected yet useful tool for facilitating individual and collective examination of leadership educators’ narratives and how they inform teaching and curriculum priorities. Drawing from standpoint theory and positionality, this work emphasizes that questions about how and what to teach in a leadership course are influenced by life experiences of leadership educators.

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.

This paper aims to critically review the most cited literature published from 2000 to 2020 in 24 top-ranked marketing journals on the three most studied branding concepts of the 21st century – brand equity, brand loyalty and brand image – to explore how in these papers they have been defined, measured and examined, and propose how they should move forward in an era where brands are expected to be “socially and socio-politically conscious.”

For each concept a systematic literature review is conducted. In doing so, the definitions, antecedents, outcomes and measures for each concept were accessed and synthesized.

The systematic literature reviews provide a “state-of-the-art” snapshot of each concept and collectively demonstrate there is no consensus on the independence and interdependence of these dynamic multidimensional concepts. Based on the recommended process in the measurement literature, an evolved definition of each concept is proposed. In addition to the corresponding research directions presented in the moving forward sections of each systematic literature review, common research avenues emerged.

This paper acknowledges these three branding concepts as dynamic (i.e. evolving over time), systemically reviews and synthesizes the extant literature, and provides a path forward to defining, measuring and exploring brand equity, brand loyalty and brand image in the present era where brands are expected to be socially and socio-politically conscious with responsibilities to the planet, people and profit.

Technological advances, globalization, network complexity, and social complexity complicate almost every aspect of our organizations and environments. Leadership educators are challenged with developing leaders who can sense environmental cues, adapt to rapidly changing contexts, and thrive in uncertainty while adhering to their values systems. In a complex leadership context, inadequate leader responses can result in devastating organizational impacts akin to the butterfly effect from chaos theory. This paper advances a simple model for leadership education based on a program we designed to develop leaders who understand the nature of complex systems, reliably use their ethical value systems, are emotionally intelligent and resilient, and can adapt to emergent situations.