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Available. Open Access. Open Access
Article
Publication date: 15 July 2018

Krista M. Soria and Linnette Werner

The purpose of this paper is to examine whether students’ completion of an introductory leadership minor course is associated with their first-year retention and their four-year…

69

Abstract

The purpose of this paper is to examine whether students’ completion of an introductory leadership minor course is associated with their first-year retention and their four-year graduation or continued enrollment. The authors used propensity score matching techniques and discovered that first-year students who enrolled in an academic leadership course had significantly greater odds of retention, graduation in four years (over withdrawal), and continued enrollment in four years (over withdrawal) compared to their peers who did not enroll in an introductory leadership minor course.

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Journal of Leadership Education, vol. 17 no. 3
Type: Research Article
ISSN: 1552-9045

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

Linnette Werner, David Hellstrom, Jessica Chung, Katherine Kessenich, Leonard Taylor and Anna Capeder

With leadership education expanding at an unprecedented rate, there is an acute need for an evidence-based leadership pedagogy that can bridge the gap between leadership theory…

73

Abstract

With leadership education expanding at an unprecedented rate, there is an acute need for an evidence-based leadership pedagogy that can bridge the gap between leadership theory and student practice both in the classroom and beyond its boundaries. This paper will give an overview of the Intentional Emergence Model as a way to teach leadership to emerging adults that specifically addresses this gap between theory and practice. It will discuss the model, research and evaluation data associated with the model, training requirements for instructors and teaching assistants, and the implications for leadership education as a result of the research on, and application of, the model.

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Journal of Leadership Education, vol. 15 no. 4
Type: Research Article
ISSN: 1552-9045

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

Linnette R. L. Werner and David Hellstrom

Several models of leadership outline theories on successful intervention such as “Observe, Interpret, and Intervene” within the Adaptive Leadership model (Heifetz, Grashow, &…

92

Abstract

Several models of leadership outline theories on successful intervention such as “Observe, Interpret, and Intervene” within the Adaptive Leadership model (Heifetz, Grashow, & Linsky, 2009) or the “Five Practices” within Kouzes & Posner’s (2012) work. However, during stressful moments of leadership practice, many models for leadership intervention are difficult for students to implement. The authors suggest the pVASE framework as an additional component to other intervention models of leadership in order to better support cognitive load and leadership problem-solving during real-time, emergent leadership moments within and beyond the classroom.

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

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

Krista M. Soria, Linnette Werner, Christine VeLure Roholt and Anna Capeder

Thepurposeofthisarticle wastoexaminethe effectsofstrengths-basedapproaches in co-curricularandcurricularleadershiponfirst-yearstudents’holisticthriving,academicthriving, social…

251

Abstract

Thepurposeofthisarticle wastoexaminethe effectsofstrengths-basedapproaches in co-curricularandcurricularleadershiponfirst-yearstudents’holisticthriving,academicthriving, social thriving, and psychological thriving. We used propensity score matching and regression analyses with survey data from the Thriving Quotient, which was administered to first-year students at a large, public research university(n = 548). The results suggest students’ enrollment in a strengths-based leadership minor course was associated with higher levels of thriving in social, academic, and psychological domains. Students’ participation in strengths-based student organizationswasassociatedwithhigherthrivinginsocialdomains,whileconcurrentenrollment in the strengths-based leadership class and participation in strengths-based student organizations was associated with significantly higher holistic thriving, social thriving, and psychological thriving.

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Journal of Leadership Education, vol. 18 no. 1
Type: Research Article
ISSN: 1552-9045

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Book part
Publication date: 22 February 2021

Linnette R. L. Werner and David Hellstrom

Abstract

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Teaching from the Emerging Now
Type: Book
ISBN: 978-1-80043-724-1

Available. Content available
Book part
Publication date: 22 February 2021

Linnette R. L. Werner and David Hellstrom

Abstract

Details

Teaching from the Emerging Now
Type: Book
ISBN: 978-1-80043-724-1

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Book part
Publication date: 22 February 2021

Linnette R. L. Werner and David Hellstrom

Abstract

Details

Teaching from the Emerging Now
Type: Book
ISBN: 978-1-80043-724-1

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Book part
Publication date: 22 February 2021

Linnette R. L. Werner and David Hellstrom

Abstract

Details

Teaching from the Emerging Now
Type: Book
ISBN: 978-1-80043-724-1

Access Restricted. View access options
Book part
Publication date: 22 February 2021

Linnette R. L. Werner and David Hellstrom

Abstract

Details

Teaching from the Emerging Now
Type: Book
ISBN: 978-1-80043-724-1

Access Restricted. View access options
Book part
Publication date: 22 February 2021

Linnette R. L. Werner and David Hellstrom

Abstract

Details

Teaching from the Emerging Now
Type: Book
ISBN: 978-1-80043-724-1

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