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The purpose of this article is to introduce a narrative framework for leadership education as a lens for exploring how emerging adults make sense of their leader identity development. This narrative framework, called Communicated Narrative Sense Making (CNSM), looks at identity through storytelling processes. Emerging adults in higher education have different experiences and come to a new awareness of themselves in a context in a variety of ways. Part of this development process is establishing an identity as a leader. We propose a narrative framework as an approach for exploring the experiences and sense-making processes of leader identity development in emerging adults.

The purpose of this phenomenological study is to explore leader identity development experiences of emerging adults at a large Midwest university and how retrospective family storytelling (Koenig Kellas, 2018) plays a role in the sense-making of the leader identity process. Through a unique, three-phase qualitative and narrative inquiry approach, this research further explores LID sense-making through retrospective family storytelling.

Qualitative phenomenology and narrative inquiry approach. Data collection consisted of three different data sets: (a) two semi-structured interviews, (b) leader artifacts and (c) journals.

The stories told by the emerging adults described how key messages influenced their identity within the context of leader identity development and their college experiences. Furthermore, a key finding in the narratives exhibited the stories emerging adults recalled in the sense-making of their leader identity centered on persevering, overcoming hardships and interpersonal connections and relationships. Findings from this research contribute to LID literature for leadership educators, researchers and practitioners in leader development.

The research presented in this article advances LID by using a narrative approach to explore the role of family narratives in identity development. Further, it approaches qualitative work with rigorous data collection and analysis processing using a cross-case analysis to develop leader identity archetypes. This study directly impacts those who work with emerging adult college students and supports the development of college student leaders.

The impending demographic shift in the United States (Vespa et al., 2020) will require leadership educators to reexamine the relationship between diversity and inclusive leadership. Our literature review revealed inclusive leadership has historically not been viewed with a diversity perspective. To better understand the link between diversity and inclusive leadership, we reviewed how leadership scholars, researchers, and authors have described the attributes and impacts of inclusive leaders. Through inductive coding, we identified seven attributes (i.e., characteristics and actions) of inclusive leaders. When these attributes are acted upon, inclusive leaders create various impacts on followers. These impacts are applied to Shore et al.’s (2011) inclusion framework. Both the attributes and impacts are presented to provide information and tools to better equip leadership educators with the knowledge to foster classroom inclusion in diverse classroom environments.

The dramatic increase of diversity on US college campuses has coincided with greater academic interest on the concept of inclusive leadership. The present literature provides a systematic analysis of literature from its forming phases in the early 1990s to its present condition. Priority publications were selected rigorously and then examined in order to better determine what theoretical emphasis each of the three decades might have yielded and which what these studies reveal about the evolution of this relatively new leadership paradigm. From the review themes were identified and observations were made for future research purposes.

Although service-learning increases several important development and learning outcomes in college students (Yorio & Ye, 2012), it is not clear whether service-learning is better preparing these students for their future careers (Gray, Ondaatje, Fricker, & Geschwind, 2000). To better understand the influence of service-learning on student development, an exploration of a leadership service-learning course and an important workplace attribute, Positive Psychological Capital, are theoretically explored.

With the rapid growth of leadership research and the increasing complexity of research methods, preparing doctoral students to do research in leadership studies is becoming more challenging. This article outlines an exploratory research study and presents results of what is currently being done by university PhD leadership programs to prepare students to do research in the complex area of leadership. The paper also discusses some areas of encouragement as well as some areas of concern in regard to the current state of research methodology preparation for future leadership researchers and scholars.

In this paper the research on gender and Full-Range Leadership is documented and explored. Included is consideration of research that studied Full-Range Leadership directly as well as indirect study that contributed to the field of research on Full-Range Leadership. The paper culminates in a series of recommendations for future research. It is hoped that these will help to move the field from documenting the differences or similarities of leadership (or perceptions of leadership) between women and men, to studying why these differences might exist. Additional recommendations are included that will help transport the value of this research from the pages of scholarly journals into organizations, communities, and the workplace.

This study aims to examine how leadership identity manifests at the individual and collective levels within a relational training context among a group of multicultural higher education students.

This is a case study and examines the interactions among eight multicultural students through the theoretical lens of leadership identity development (LID) theory.

The main findings of this study suggest that LID manifests through an open will and intensifying motivation to the collective impulse of achieving shared goals through nurturing the collective cognition to integrate diverse perspectives and a broadening view of leadership as a collective capacity for co-creation and generativity.

Although the paper builds on a case study with a limited number of participants and the ability to generalise its findings is partial, the study may provide practical applications for training leadership in other collaborative contexts and supporting it at the individual and collective levels.

The LID theory and LID model have been applied simultaneously to a training lab to examine how LID manifests among a multicultural group of higher education students. The lab emphasises a participatory leadership-oriented pedagogy.