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In a qualitative study assessing students’ perceptions of faculty-student interaction in the online learning environment, findings demonstrated that students make meaning of faculty- student interaction in ways that align with authentic leadership behaviors. Faculty interaction, or lack thereof, shaped students’ perceptions of faculty authenticity and commitment to students’ learning outcomes. Students indicated satisfaction in their leadership learning experience when instructors were perceived as authentic in their actions.

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.

The impostor phenomenon (IP) is a psychological cycle experienced by individuals who, despite successes, are plagued by self-doubt and a concern of being identified as fraudulent. IP research is typically focused on the psychological well-being of those who experience IP, examining antecedents and outcomes of IP. Research on organizational impact is limited with few studies examining IP’s influence on leadership practices. The purpose of this paper is to discuss IP and explore the value of mitigating IP’s negative effects with a view to developing a conceptual model that illustrates IP in context with leaders.

Using a scoping literature review methodology, this paper draws on identity theory to explore and discuss the relevance of IP to organizations and leadership practice.

Following a review of relevant literature, the authors propose a conceptual model that illustrates IP’s impact on organizational leaders’ capacity to practice leadership due to conflicting identity standards and diminished self-efficacy. Implications for organizational leadership development as well as leadership practice, theory, and research are discussed.

This paper is a theoretical analysis, not an empirical study, however, it presents a conceptual model that provides perspective on IP and its relevance to leadership as well as the organizational value of and suggestions for mitigating IP.

A greater understanding of IP and IP’s potential consequences on leadership in the workplace may contribute to organizational interventions that mitigate IP's impact on leaders and the organizations they serve.