Anthony C. Andenoro, Linnea M. Dulikarvich, Corina H. McBride, Nicole L.P. Stedman and Jessica Childers
Interdisciplinary leadership education programs attempt to integrate students from diverse backgrounds and ideologies within contexts that facilitate cognitive growth and allow…
Abstract
Interdisciplinary leadership education programs attempt to integrate students from diverse backgrounds and ideologies within contexts that facilitate cognitive growth and allow students to engage with real world problems. Specifically, the development of agency and effective decision-making can provide students with a powerful toolkit replete with the necessary capacities and dispositions for addressing complex global problems. However, recently counter- reality has created significant challenges for leadership educators. Counter-reality, or the pervasive and persuasive replacement of objective truths with subjective opinions grounded in falsehoods, lead perceptions and provide barriers to developing leadership students primed for sustainably addressing complex organizational and community challenges. The following educational framework intends to address the challenge posed by counter-reality by developing agency in leadership students, so they are better equipped to ask incisive questions when presented with counter realities. Addressing counter-reality through the development of agency is incredibly timely as false claims and misinformation are presented on nearly a daily basis.
Nicole L. P. Stedman and Rick D. Rudd
Volunteers play an integral role in supporting the mission of 4-H programs in the southern region. For this reason their proficiency in volunteer administration competence and…
Abstract
Volunteers play an integral role in supporting the mission of 4-H programs in the southern region. For this reason their proficiency in volunteer administration competence and perceived leadership style is important. The researchers sought to examine both the perceived proficiency of 4-H faculty in the southern region in seven competencies associated with volunteer administration leadership (Stedman, 2004) and perceived leadership style based on Full Range Leadership (Avolio & Bass, 1991). Overall respondents’ scores indicated an average proficiency in volunteer administration leadership competence. Yet, their reported scores showed a higher proficiency in the individual competency areas of personal skill and organizational culture. Leadership style was measured based on behavior scores of transformational, transactional, and laissez faire leadership. The 4-H county faculty used transformational leadership most frequently, followed by transactional leadership, and then laissez faire. Implications are 4-H county faculty could use additional professional development opportunities which address accountability and management.
Brittany L Adams, Holly Reed Cain, Vivana Giraud and Nicole L P Stedman
Increased demand, limited resources, knowledge gaps, and seemingly less time to produce results are the challenges facing researchers and others in higher education today. Working…
Abstract
Increased demand, limited resources, knowledge gaps, and seemingly less time to produce results are the challenges facing researchers and others in higher education today. Working together across disciplines is almost a requirement to stay afloat in the competitive arena most principal investigators are finding themselves in. This study sought to synthesize existing research on leadership behaviors of these investigators in the agricultural discipline. The sections specifically addressed include team science, discipline structure, boundary work, challenges of interdisciplinary research, the direction of research, and leadership in interdisciplinary teams. After analyzing 32 articles, researchers determined that research should continue to investigate the role of leadership behaviors in primary investigators to continue to improve effectiveness.
Nicole L.P. Stedman and Brittany L. Adams-Pope
The purpose of this study was to begin exploring the nature of leadership behavior and style, as it relates to team functionality. The extent to which the problems we face grow…
Abstract
The purpose of this study was to begin exploring the nature of leadership behavior and style, as it relates to team functionality. The extent to which the problems we face grow and become more complex; solutions require multiple perspectives, requiring researchers to be prepared to lead large groups of collaborators from a variety of disciplines. This study sought to explore the self-perceptions of principal investigators related to their leadership style and team functionality. Using the Multifactor Leadership Questionnaire developed by Bass and Avolio (1995) and Lencioni's Team Assessment (2002), it was found that transformational leadership was self-perceived to be used the most in contrast to transactional leadership behaviors. With respect to team functionality, absence of trust and inattention to results showed the greatest concern to principal investigators, yet fear of conflict did not.
Holly Reed Cain, Vivana Giraud, Nicole L. P. Stedman and Brittany L. Adams
The objective of this research was to identify Facione’s six critical thinking skills using graduate students blogs as a reflection tool in the context of leadership using…
Abstract
The objective of this research was to identify Facione’s six critical thinking skills using graduate students blogs as a reflection tool in the context of leadership using structured and unstructured blogs. The skills researched were (a) Interpretation, (b) Analysis, (c) Evaluation, (d) Inference,(e) Explanation, and (f) Self-Regulation (Facione, 1990). It was evident that providing students with guidelines for the purpose of blogging in the classroom was more thought evoking over the duration of the course compared to students following an open reflection. Self-Regulation and explanation were the skills used most consistently among participants. With this knowledge, how do educators encourage students to use the other four skills just as often?
Nicole L.P. Stedman and Anthony C. Andenoro
Engaging students emotionally is the key to strengthening their dispositions toward critical thinking. Elder (1997) contends that it is critical thinking which leads us to a…
Abstract
Engaging students emotionally is the key to strengthening their dispositions toward critical thinking. Elder (1997) contends that it is critical thinking which leads us to a rational and reasonable emotional life. The link between thinking and emotions is essential in leadership education. With this in mind, the researchers sought to examine the relationship between the skill sets of emotional intelligence (Developing Your Emotional Intelligence) and the dispositions of critical thinking (EMI). The researchers identified positive relationships ranging in magnitude from low to substantial. The overall skills associated with emotional intelligence showed positive moderate relationships with cognitive maturity, engagement, and innovativeness. In considering EMI critical thinking disposition scores and emotional intelligence, the relationship was substantially positive. The conclusions and recommendations encourage educators to take advantage of this relationship by providing students with experiences which elicit their emotional intelligence. In so doing there is opportunity to strengthen their disposition toward critical thinking.
Amy M. C. Brown, Matthew Sowcik, Nicole L. P. Stedman and James C. Bunch
This study was the first to examine two related constructs within the context of leadership. Stoicism is an ancient philosophy offering practical advice for a virtuous and…
Abstract
This study was the first to examine two related constructs within the context of leadership. Stoicism is an ancient philosophy offering practical advice for a virtuous and eudaemonic life. As a method to examine one’s emotional experiences (Sellars, 2006), leaders such as Roman Emperor Marcus Aurelius and Teddy Roosevelt (Aurelius, ca. 160 A.D., 2002) practiced Stoicism, yet mentions of it within the field of leadership research have been scant. Leadership academics contrast desirable emotional intelligence behaviors with Stoicism (Grewal & Salovey, 2005; Mayer et al., 2008). Regardless, these two constructs are both concerned with effectively managing emotions, practicing self-awareness, high levels of motivation, and sensitivity to the expression of emotion in others (Goleman, 2005; Pigliucci, 2017; Salzgeber, 2019).
Undergraduate students in a leadership minor (_N_ = 445) at a public university completed the Emotional and Social Competency Inventory - University and the Liverpool Stoicism Scale. Analysis included a description of assessment results, an examination or the relationship between variables and differences in participant’s scores based on race, gender, and age. Stoicism and emotional self-awareness showed a moderate, statistically significant negative correlation (_r_ = - 0.391, _p_ = .05). A low, statistically significant negative relationship was reported between stoicism and the relationship management competency of teamwork (p = .003, r = -.018), and a low statistically significant positive relationship between self-management competencies, adaptability (p = .043, r = .189) and emotional self-control (p = .039, r = .192). Student’s Stoicism scores were significantly correlated with gender (_t_(113) = 2.479; _p_ = .015, _d_ = .564).
The research findings provided baseline statistics for continued exploration of Stoicism within the context of leadership. Future research that better aligns with the original doctrines of the philosophy is recommended, particularly in the interest of leadership development.
Nicole L.P. Stedman, Tracy A. Rutherford and T. Grady Roberts
Internship experience is a valuable component of an undergraduate degree. This is especially true in leadership education programs, where leadership development may take place in…
Abstract
Internship experience is a valuable component of an undergraduate degree. This is especially true in leadership education programs, where leadership development may take place in a variety of contexts. Theory purports reflection enhances a learners’ experience through a linkage of education, work, and personal development (Kolb, 1984). It is not clear, however, if reflection guided by feedback will enhance or diminish the learning and development. This study utilized a pretest-posttest experimental design in an attempt to determine if providing feedback to weekly internship reflections would make a difference in leadership skill development. Thirty-six undergraduate students were randomly assigned to treatment and control groups following enrollment in a 10-week summer internship course. All participants submitted weekly reflections. The control group received no feedback and the treatment group was provided feedback by a research team member to invoke deeper reflection and development of leadership skills. Leadership skill development was measured using the Leadership Skills Inventory-Self©. Results of the study did not yield statistically significant differences between the two groups, but did demonstrate observable differences in the mean scores. Replication of this study is recommended utilizing quantitative and qualitative measures to further understand this phenomenon.
Nicole L. P. Stedman and Rick Rudd
The focus of this paper is to provide the profession of volunteer administration (VA) a model outlining theoretical dimensions of the discipline. The dimensions provided include…
Abstract
The focus of this paper is to provide the profession of volunteer administration (VA) a model outlining theoretical dimensions of the discipline. The dimensions provided include the (a) processes, (b) discipline, (c) foundations, and (d) theoretical base. Volunteer administration is the set of associated processes of operating a volunteer program. Included are a compilation of competencies identified by the Association for Volunteer Administration (2001) and 13 professionals that participated in a study conducted by Boyd (2002). The seven processes are Commitment to the Profession, Organizational Leadership, Systems Leadership, Accountability, Management Skills, Personal Skills, and Organizational Culture. The foundational disciplines are Leadership and Management, Community Development, and Teaching and Learning. Psychology and sociology provide the empirical evidence that supports the foundations and processes of VA. Professionals should look deeper into the theoretical base of VA, in order to develop and encourage focused research initiatives and academic curricula for volunteer administrators.
Amy M. C. Brown, Matthew Sowcik, Nicole L. P. Stedman and James C. Bunch
This study was the first to examine two related constructs within the context of leadership. Stoicism is an ancient philosophy offering practical advice for a virtuous and…
Abstract
This study was the first to examine two related constructs within the context of leadership. Stoicism is an ancient philosophy offering practical advice for a virtuous and eudaemonic life. As a method to examine one’s emotional experiences (Sellars, 2006), leaders such as Roman Emperor Marcus Aurelius and Teddy Roosevelt (Aurelius, ca. 160 A.D., 2002) practiced Stoicism, yet mentions of it within the field of leadership research have been scant. Leadership academics contrast desirable emotional intelligence behaviors with Stoicism (Grewal & Salovey, 2005; Mayer et al., 2008). Regardless, these two constructs are both concerned with effectively managing emotions, practicing self-awareness, high levels of motivation, and sensitivity to the expression of emotion in others (Goleman, 2005; Pigliucci, 2017; Salzgeber, 2019)
Undergraduate students in a leadership minor (_N_ = 445) at a public university completed the Emotional and Social Competency Inventory - University and the Liverpool Stoicism Scale. Analysis included a description of assessment results, an examination or the relationship between variables and differences in participant’s scores based on race, gender, and age. Stoicism and emotional self-awareness showed a moderate, statistically significant negative correlation (_r_ = - 0.391, _p_ = .05). A low, statistically significant negative relationship was reported between stoicism and the relationship management competency of teamwork (p = .003, r = -.018), and a low statistically significant positive relationship between self-management competencies, adaptability (p = .043, r = .189) and emotional self-control (p = .039, r = .192). Student’s Stoicism scores were significantly correlated with gender (_t_(113) = 2.479; _p_ = .015, _d_ = .564)
The research findings provided baseline statistics for continued exploration of Stoicism within the context of leadership. Future research that better aligns with the original doctrines of the philosophy is recommended, particularly in the interest of leadership development.