Matthew Harrison, Jess Rowlings and Daniel Aivaliotis-Martinez
Matthew Harrison, Jess Rowlings and Daniel Aivaliotis-Martinez
Matthew Harrison, Jess Rowlings and Daniel Aivaliotis-Martinez
Matthew Harrison, Jess Rowlings and Daniel Aivaliotis-Martinez
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Matthew Sowcik and Scott J. Allen
In the context of business schools, the word “leadership” is widely used in missions, visions, and marketing materials. However, underlying support and the infrastructure to truly…
Abstract
In the context of business schools, the word “leadership” is widely used in missions, visions, and marketing materials. However, underlying support and the infrastructure to truly develop leaders may be lacking. The purpose of this paper is to highlight the challenges and issues facing leadership education in the context of business education. More specifically, we highlight some of the structural challenges, foundational issues, and research related problems and identify several opportunities to address some of the areas for development. Throughout this paper, we discuss how the National Leadership Education Research Agenda can spark research that will legitimize our work not only in business, but across disciplines.
Matthew M. Mars and Robert M. Torres
Individuals with skills specific to innovation and entrepreneurial strategy are in high demand within the contemporary workforce. This demand transcends most, if not all…
Abstract
Individuals with skills specific to innovation and entrepreneurial strategy are in high demand within the contemporary workforce. This demand transcends most, if not all, professions and career paths. Yet, entrepreneurial leadership education continues to be viewed mostly as a business-oriented domain. We expand the otherwise narrow scope of entrepreneurial leadership education through an examination of the effects of an interdisciplinary, project-based entrepreneurial leadership course on student proclivities to leading change. We used a retrospective pre- and post-measure pre-experimental design to conduct the study. Our findings indicate an increase across the sample (n = 62) in entrepreneurial leadership proclivity following course completion. The insights we generate reveal opportunities for strengthening collegiate entrepreneurial leadership curriculum and instruction and enhancing the capacities of students to become effective leaders of change (i.e., change agents).