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Article
Publication date: 15 August 2016

Daniel Tillapaugh and Paige Haber-Curran

This qualitative exploratory study focuses on the leadership experiences of college men who held leadership roles in campus organizations. The researchers examined the students’…

109

Abstract

This qualitative exploratory study focuses on the leadership experiences of college men who held leadership roles in campus organizations. The researchers examined the students’ experiences of leading their organizations and group members and the students’ perceptions of gender roles influencing their leadership practice. Four male participants at a medium-sized, religiously-affiliated university engaged in in-depth interviews and a focus group with the researchers, who used a blend of qualitative approaches to conduct the study and analyze the data. Key themes emerged around a balance between task and relationship-building; the distinction between power and influence; a desire to do better; understanding leadership as generative; and resisting the masculine/feminine leadership dichotomies. Implications are presented for professional practice and research.

Details

Journal of Leadership Education, vol. 15 no. 3
Type: Research Article
ISSN: 1552-9045

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

Paige Haber-Curran and Nicholas Tapia-Fuselier

There is a recent call for and emergence of leadership research that purposefully centers students’ social identities and lived experiences in order to gain more nuanced…

303

Abstract

There is a recent call for and emergence of leadership research that purposefully centers students’ social identities and lived experiences in order to gain more nuanced understandings of college student leadership development and elevate marginalized voices in the leadership narrative. In this qualitative study, the researchers focused on the leadership approaches of Latina college student leaders at Hispanic Serving Institutions and the influences that shape their approaches to leadership. The findings reveal participants’ unique forms of capital as well as sources of on-campus support that shape and influence their leadership beliefs and styles, including a focus on community, a commitment to making a positive impact, and non-hierarchical approaches to leadership.

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Journal of Leadership Education, vol. 19 no. 4
Type: Research Article
ISSN: 1552-9045

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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 December 2008

Paige Haber and Susan R. Komives

This study explored the extent to which co-curricular involvement, holding formal leadership roles, and participating in leadership programs contributed to female and male college…

462

Abstract

This study explored the extent to which co-curricular involvement, holding formal leadership roles, and participating in leadership programs contributed to female and male college students’ capacity for socially responsible leadership. It focused specifically on the individual values of the Social Change Model of Leadership Development. An adapted version of Astin’s Input-Environment-Outcome Model was the conceptual framework and the Social Change Model individual values including consciousness of self, congruence, and commitment served as the theoretical framework. Data were collected from a random sample of 3,410 undergraduates at one institution through the Multi-Institutional Study of Leadership. Participants completed a web-based survey including the Socially Responsible Leadership Scale-Revised2. Data were analyzed using hierarchical multiple regression to identify the extent to which the environmental variables contributed to outcomes. Involvement in student organizations was the most significant environmental variable and community involvement emerged as significant for women. A discussion of findings and implications is presented.

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Journal of Leadership Education, vol. 7 no. 3
Type: Research Article
ISSN: 1552-9045

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

David M. Rosch and Paige Haber-Curran

We provide a brief description of a leadership-oriented short-term (nine days) study abroad program offered in May 2012. The program centered in Rome, Italy, combined classroom…

46

Abstract

We provide a brief description of a leadership-oriented short-term (nine days) study abroad program offered in May 2012. The program centered in Rome, Italy, combined classroom curricula with field experiences in the city as well as in Bologna and Florence. Initial quantitative and qualitative assessment suggested the program helped student development both in their leadership practices as well as their personal development.

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Journal of Leadership Education, vol. 12 no. 2
Type: Research Article
ISSN: 1552-9045

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

Paige Haber-Curran and Daniel Tillapaugh

This qualitative study examines student learning about leadership across three sections of a capstone course in an undergraduate leadership minor. Qualitative methods were…

232

Abstract

This qualitative study examines student learning about leadership across three sections of a capstone course in an undergraduate leadership minor. Qualitative methods were informed by exploratory case study analysis and phenomenology. Student-centered and inquiry-focused pedagogical approaches, including case-in-point, action inquiry, and problem-based learning, informed classroom teaching and the classroom environment. Engaged in pedagogy steeped in a balance of challenge and support, students gained an increased sense of self, clarity of purpose and vocation, and integration of their leadership practices in and out of the classroom. Students’ understandings of the concept of leadership were also broadened; they recognized the importance of diverse perspectives and roles, began to understand leadership as systemic and interdependent, and emphasized relationship building. Findings suggest three prominent experiences as contributing to students’ learning – reflection, feedback, and engaging in the group process. Implications for leadership education are discussed and areas for future research are identified.

Details

Journal of Leadership Education, vol. 12 no. 1
Type: Research Article
ISSN: 1552-9045

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

Paige Haber-Curran and Nyasha Guramatunhu Cooper

Alongside the growing emphasis on global education within higher education is a greater focus on global leadership and global citizenship within leadership education. In this…

273

Abstract

Alongside the growing emphasis on global education within higher education is a greater focus on global leadership and global citizenship within leadership education. In this application manuscript the authors provide examples and discussion of how they have used the Emotionally Intelligent Leadership model as a framework for teaching leadership courses focused on intercultural competence and global mindset. Two specific courses are highlighted, and the authors provide their reflections and implications for leadership education.

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Journal of Leadership Education, vol. 19 no. 2
Type: Research Article
ISSN: 1552-9045

Available. Open Access. Open Access
Article
Publication date: 15 June 2012

Paige Haber

The purpose of this mixed-methods study was to examine how college students define the concept of leadership and to identify gender, racial, and age differences within these…

747

Abstract

The purpose of this mixed-methods study was to examine how college students define the concept of leadership and to identify gender, racial, and age differences within these definitions. Participants were 1100 undergraduate students drawn from a national sample. Participants were asked to detail their definitions of leadership, which were analyzed using thematic content analysis. The definitional themes served as dependent variables in determining differences by gender, race, and age. Ten leadership themes describing the relationship between the leader and followers, leader characteristics, and leadership outcomes were identified, and the frequency of themes reflected fairly hierarchical perceptions of leadership. Findings by gender, race, and age emerged for nine of the ten themes. More contemporary understandings of leadership were demonstrated by women than by men, and the interaction of gender and age for three themes suggested more contemporary understandings of leadership for traditionally-aged students than non-traditionally aged students.

Details

Journal of Leadership Education, vol. 11 no. 2
Type: Research Article
ISSN: 1552-9045

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Book part
Publication date: 28 August 2024

Paige Haber-Curran, Adrian L. Bitton and Natasha T. Turman

This chapter focuses on the concept of genderwashing in the context of higher education (HE) in the United States. Using intersectionality as a framework, the authors critically…

Abstract

This chapter focuses on the concept of genderwashing in the context of higher education (HE) in the United States. Using intersectionality as a framework, the authors critically examine gender-based affinity groups, which are used in HE as a common strategy to support diversity and equity efforts. The authors discuss how such efforts often fall short in facilitating meaningful organizational or systemic change and provide questions and considerations for addressing genderwashing that are informed by an intersectional lens.

Details

Genderwashing in Leadership
Type: Book
ISBN: 978-1-83753-988-8

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Book part
Publication date: 28 August 2024

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Abstract

Details

Genderwashing in Leadership
Type: Book
ISBN: 978-1-83753-988-8

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