Nyasha M. GuramatunhuCooper and Jason Headrick
Storytelling is one of many instructional strategies used in leadership education with the promise of providing transformative learning through individual and communal…
Abstract
Storytelling is one of many instructional strategies used in leadership education with the promise of providing transformative learning through individual and communal meaning-making. In this application manuscript, we offer examples and discussion of how learners identify storytelling in course design and approach, and their perception of its impact in classroom experiences. We present two undergraduate leadership courses at our former respective institutions and reflect on how learner insights about storytelling can inform future course design and delivery. Framing teaching and learning as a relational enterprise, storytelling can facilitate purposeful, inclusive, ethical, and process-oriented learning when used as an instructional strategy. Additionally, our reflection provides leadership educators with a broader view of the responsibilities incurred when using storytelling and offers strategies to build trust and community in classroom spaces.
David M. Rosch and Jason Headrick
The Collegiate Leadership Competition (CLC) is a fast-growing tool for post-secondary student leadership development. There, teams practice with a coach for several months, then…
Abstract
The Collegiate Leadership Competition (CLC) is a fast-growing tool for post-secondary student leadership development. There, teams practice with a coach for several months, then compete against teams from other institutions to win competitions based on achieving outcomes and demonstrating effective leadership practices (e.g., authentic collaboration, positive conflict management techniques). In this study, 135 students participated in at least one wave of data collection. Initial results suggested that leadership capacity among participants showed a steady increase from initial pre-test through their competition date to a post-test measured months later. Scores among participants who identified as a man or woman did not statistically differ. These findings, though initial, may indicate that placing students in competitive environments can serve as an important tool to support their leadership development.
Jason Headrick and L.J. McElravy
Massive Open Online Courses (MOOCs) are a form of distance education courses. They have been celebrated as revolutionizing the way learners access education and the way colleges…
Abstract
Massive Open Online Courses (MOOCs) are a form of distance education courses. They have been celebrated as revolutionizing the way learners access education and the way colleges and universities could expand education on a global scale beyond their traditional campuses. The purpose of this study is to identify the pedagogical strategies used for instruction and assessment in leadership-oriented MOOCs and gain a more refined understanding of the current state of MOOCs in leadership education. This study examines 96 leadership MOOCs across the platforms of Coursera, EdX, FutureLearn, Canvas.net, and Standford Online through a content analysis research framework. The study concludes with a discussion of leadership MOOC pedagogy and presents the current state of MOOCS among leadership education and professional development.
Michael Williamson, Jason Doyle, Brooke Harris-Reeves and Kevin Filo
Active supporters and the organisations they form are crucial stakeholders for football clubs. Previous literature has noted the increasing interest and positive outcomes…
Abstract
Purpose
Active supporters and the organisations they form are crucial stakeholders for football clubs. Previous literature has noted the increasing interest and positive outcomes associated with corporate social responsibility initiatives within sport organisations, which fans perceive and include employee wellbeing. Whilst scholars have explored various stakeholders’ perceptions of athlete wellbeing, an opportunity exists to understand how active supporters perceive athlete wellbeing programmes. Thus, the purpose of the current research was to explore the perceptions of A-League Men’s active supporters regarding an athlete wellbeing programme.
Design/methodology/approach
Informed by stakeholder theory, active supporters of the A-League provided their perceptions of the Player Development Programme (PDP) – the athlete wellbeing programme associated with professional football in Australia. Data were collected through open-ended questions within an online survey and analysed through inductive thematic analysis.
Findings
Three themes were generated that answer the research question: impactful and beneficial; worthy of more attention and promotion and limited understanding. These themes underscore the positive impact of the wellbeing programme on both the club and its athletes whilst highlighting the necessity for increased programme visibility within the club and the broader community.
Originality/value
The current study’s findings contribute to the sport management literature by exploring active supporters’ perceptions of an athlete wellbeing programme in football. Since athlete wellbeing is essential for active supporters, including wellbeing initiatives within the club’s corporate social responsibility initiatives could produce positive marketing and sponsorship outcomes for clubs.