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Available. Open Access. Open Access
Article
Publication date: 15 September 2013

Paige Haber-Curran and Julie E. Owen

Student affairs educators have an important role in advancing the National Leadership Education Research Agenda (NLERA). This article reviews the ‘cross fertilization’ of student…

55

Abstract

Student affairs educators have an important role in advancing the National Leadership Education Research Agenda (NLERA). This article reviews the ‘cross fertilization’ of student affairs and leadership education by examining strengths, opportunities, and challenges in relation to the NLERA priorities. Student affairs educators’ commitment to the integration of theory and practice, to the intentional and developmental design and assessment of learning environments, and to applying critical and constructivist perspectives to the ethical and emancipatory foundations of leadership education are all explored. Recommendations for future research are identified, including a call for research that includes complex modeling and multivariate analyses, and research that examines the contributions of cognitive, affective, and efficacy-related dimensions of leadership.

Details

Journal of Leadership Education, vol. 12 no. 3
Type: Research Article
ISSN: 1552-9045

Available. Open Access. Open Access
Article
Publication date: 15 June 2009

Susan R. Komives, Susan D. Longerbeam, Felicia Mainella, Laura Osteen, Julie E. Owen and Wendy Wagner

The leadership identity development (LID) grounded theory (Komives, Owen, Longerbeam, Mainella, & Osteen, 2005) and related LID model (Komives, Longerbeam, Owen, Mainella, &…

630

Abstract

The leadership identity development (LID) grounded theory (Komives, Owen, Longerbeam, Mainella, & Osteen, 2005) and related LID model (Komives, Longerbeam, Owen, Mainella, & Osteen, 2006) present a framework for understanding how individual college students develop the social identity of being collaborative, relational leaders interdependently engaging in leadership as a group process (Komives, Lucas, & McMahon, 1998, 2007). Challenges to applying and measuring this stage based developmental theory are discussed and recommendations are included.

Details

Journal of Leadership Education, vol. 8 no. 1
Type: Research Article
ISSN: 1552-9045

Available. Open Access. Open Access
Article
Publication date: 15 April 2016

Daniel M. Jenkins and Julie E. Owen

This study combines multiple national datasets on leadership educator demographics, education, positions, and experiences, in order to answer the question: Who teaches leadership…

122

Abstract

This study combines multiple national datasets on leadership educator demographics, education, positions, and experiences, in order to answer the question: Who teaches leadership? Comparing leadership educators across both curricular and co-curricular contexts allows a snapshot of the diverse perspectives of leadership educators and informs a set of critical questions and challenges for the field. Questions about the preparation and socialization of leadership educators, the development of pathways for faculty from traditionally underserved backgrounds, and the multiple roles and identities of leadership educators merit further investigation.

Details

Journal of Leadership Education, vol. 15 no. 2
Type: Research Article
ISSN: 1552-9045

Available. Open Access. Open Access
Article
Publication date: 15 July 2019

Summer F. Odom, Allison L. Dunn and Julie E. Owen

Finding effective ways to reach today’s college audience is challenging and social media is one way to attempt to meet students in their environment. This application brief…

56

Abstract

Finding effective ways to reach today’s college audience is challenging and social media is one way to attempt to meet students in their environment. This application brief discusses a course activity and assignment that combines the scholarship of leadership education with reflection about personal leadership behaviors through social media. This assignment has been used in leadership education courses with undergraduate students both in a traditional face-to-face course setting and in an online format. The assignment attempts to help students integrate what they are learning about leadership with their actual behaviors as a leader. By documenting their leadership actions and thoughts through Twitter or Instagram, students are held accountable to develop their leadership capacities

Details

Journal of Leadership Education, vol. 18 no. 3
Type: Research Article
ISSN: 1552-9045

Available. Open Access. Open Access
Article
Publication date: 15 January 2020

Megan S. Downing

Research has shown the value in both Student Affairs and Academic Affairs approaches to student leadership education and development, yet many curricular and co-curricular…

109

Abstract

Research has shown the value in both Student Affairs and Academic Affairs approaches to student leadership education and development, yet many curricular and co-curricular programs continue to operate independently. Institutions that offer both curricular and co-curricular leadership programs are uniquely positioned to leverage the expertise from each university division for the shared goal of providing students with active, experiential learning opportunities in leadership. In this application paper, partnerships that crossed institutional boundaries between Student Affairs, Enrollment Management, and an Academic Affairs organizational leadership undergraduate Bachelor of Arts degree program are discussed. By bridging these institutional divisions, shared expertise was leveraged, student learning outcomes were enriched, and program exposure was increased through experiential learning and relational leadership.

Details

Journal of Leadership Education, vol. 19 no. 1
Type: Research Article
ISSN: 1552-9045

Available. Open Access. Open Access
Article
Publication date: 15 April 2015

Stewart G. Grunwell

This study seeks to examine the processes through which leadership is fostered and developed within student leadership development programs. While there has been some scholarly…

369

Abstract

This study seeks to examine the processes through which leadership is fostered and developed within student leadership development programs. While there has been some scholarly literature written in this area, a dearth in the literature exists with respect to providing a detailed chronicle and examination of the complete processes employed within an exemplary student leadership development program. Through the analysis of such a program – validated by a recent NASPA (2011) study as an exemplar in the field of student leadership development – such a program will be examined. Through a qualitative, grounded theory approach using interviews to inductively build a framework of understanding, seven themes of student leadership development are identified. How these findings extend existing literature is then presented, as is a new theoretical model illustrating the process through which leadership is fostered and developed within students, thereby aiding the construction of future programs.

Details

Journal of Leadership Education, vol. 14 no. 2
Type: Research Article
ISSN: 1552-9045

Available. Open Access. Open Access
Article
Publication date: 15 October 2022

Lauren N. Irwin and Julie R. Posselt

Developing leaders for a diverse democracy is an increasingly important aim of higher education and social justice is ever more a goal of leadership education efforts…

301

Abstract

Developing leaders for a diverse democracy is an increasingly important aim of higher education and social justice is ever more a goal of leadership education efforts. Accordingly, it is important to explore how dominant leadership models, as blueprints for student leadership development, account for and may unwittingly reinforce systems of domination, like racism. This critical discourse analysis, rooted in racialization and color-evasiveness, examines three prominent college student leadership development models to examine how leaders and leadership are racialized. We find that all three leadership texts frame leaders and leadership in color-evasive ways. Specifically, the texts’ discourses reveal three mechanisms for evading race in leadership: focusing on individual identities, emphasizing universality, and centering collaboration. Implications for race in leadership development, the social construction of leadership more broadly, and future scholarship are discussed.

Details

Journal of Leadership Education, vol. 21 no. 4
Type: Research Article
ISSN: 1552-9045

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Book part
Publication date: 6 May 2015

Judith Franzak, Koomi Kim and Mary Fahrenbruck

Our purpose is to examine the outcomes of using video as a reflection tool in peer-to-peer coaching with rural teachers as part of a literacy coaching professional development…

Abstract

Purpose

Our purpose is to examine the outcomes of using video as a reflection tool in peer-to-peer coaching with rural teachers as part of a literacy coaching professional development project.

Methodology/approach

This qualitative case study presents findings from a professional development project serving rural educators interested in becoming literacy coaches. Using a peer coaching model, literacy coaching participants video recorded two literacy coaching cycles capturing pre-conferencing, lesson modeling, and post-conferencing. Reflection was facilitated through face-to-face discussion and online technologies (discussion forums and e-mail).

Findings

Face-to-face sessions were integral in fostering participant reflection. Technology challenges impacted the extent to which participants engaged in and valued video as a reflection tool. Participants repurposed video reflection for self-identified professional and pedagogical purposes.

Practical implications

Video reflection can be used as a part of multimodal set of tools to collaborate with teachers. Face-to-face interaction is important in supporting rural teachers’ use of video reflection. Teacher educators generally need more on-site authentic involvement to gain emic perspectives when working with the rural sites in order for the video tasks to be more effective and meaningful for the teachers. Repurposing video reflection can be an expression of agency in meeting teacher needs.

Details

Video Reflection in Literacy Teacher Education and Development: Lessons from Research and Practice
Type: Book
ISBN: 978-1-78441-676-8

Keywords

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Article
Publication date: 29 April 2022

Julia Anwar-McHenry, Lesley Murray, Catherine F. Drane, Julie Owen, Amberlee Nicholas and Robert J. Donovan

Indigenous Australians report mental health problems at a much higher rate than non-Indigenous Australians. However, rather than more services, it has been proposed that there…

1261

Abstract

Purpose

Indigenous Australians report mental health problems at a much higher rate than non-Indigenous Australians. However, rather than more services, it has been proposed that there should be a positive, socially based approach to improving mental health in Indigenous communities. The population-wide Western Australian Act-Belong-Commit mental health promotion campaign appeared to be consistent with such an approach. Hence, after consultation with Indigenous community members, a culturally adapted version of the campaign was developed and launched in a largely Indigenous remote Australian community. A survey of Indigenous community members was conducted two years later to assess campaign impact. The aim of this paper is to report on the impact on community members of this cultural adaptation.

Design/methodology/approach

Intercept interviews were conducted with Indigenous community members (n = 31) to assess respondents’ awareness of the campaign elements and activities, understanding of campaign messages and whether respondents had undertaken activities to improve their own or their family’s social and emotional well-being as a result of the campaign.

Findings

There was universal awareness of the adapted campaign in this sample, with 81% reporting doing something for their own social and emotional well-being, 74% reporting doing something for the social and emotional well-being of their family or friends and 48% reporting doing something for community well-being, as a result of campaign exposure.

Originality/value

The cultural adaptation of the Act-Belong-Commit campaign in the Australian Roebourne community is the first reported Indigenous adaptation of a population-wide mental health promotion campaign.

Details

Journal of Public Mental Health, vol. 21 no. 2
Type: Research Article
ISSN: 1746-5729

Keywords

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Book part
Publication date: 20 December 2000

Julie A. Lockhart and M. R. Mathews

Abstract

Details

Advances in Accounting Education Teaching and Curriculum Innovations
Type: Book
ISBN: 978-0-76230-758-6

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