Exploring Instructional Strategies in Student Leadership Development Programming

The author explored 24 commonly used instructional strategies in student leadership development programming recently profiled in the leadership education literature. Through a national web‐based survey, this study asked leadership educators teaching classroom‐based academic credit‐bearing undergraduate leadership studies courses how often they used certain instructional strategies. Leadership educators showed a preference for discussion‐based pedagogies as well as instructional strategies that promoted conceptual understanding and personal growth. Although the infrequent use of tests and quizzes in leadership education was anticipated, the sparse use of highly experiential skill‐building activities such as simulation, role play, and games was surprising.     

Using extracurricular activity as an indicator of interpersonal skill: Prudent evaluation or recruiting malpractice?

There is widespread agreement that success in organizations requires more than high intellect. Thus, college recruiters commonly examine job candidates' extracurricular activities in search of “well‐rounded,” emotionally intelligent, and interpersonally skilled students. Intuitively, extracurricular activities seem like valuable student experiences; however, research evidence is sparse, suggesting far more questions than answers. Is participation in extracurricular activity truly linked to interpersonal skill performance? Does leadership experience make a difference? Do extracurricular experiences yield higher skill development? Six hundred eighteen business students and the relationship of their extracurricular involvement to four interpersonal skills were examined. Significant relationships were found and recruitment implications are discussed. © 2002 Wiley Periodicals, Inc.     

The Imperative of Education

Teaching midgrade leaders at the Command and General Staff Officers Course (CGSOC) located in Ft. Leavenworth, Kansas, comes with many unique challenges. At CGSOC, students arrive having led soldiers in combat and having served in leadership positions in the United States Army for at least 10 years. When they walk into the classroom and see an instructor with a dress shirt and tie—not in a uniform—their immediate thought is, “What can this civilian teach me? I have fought in foreign lands and had to watch people die and lead soldiers through intensely difficult circumstances.” Through most of their careers, their approach to learning in Professional Military Education (PME) has been through training. CGSOC is the first time they experience learning from mostly an educational pedagogy as opposed to training. We focus on teaching how to think instead of what to think. At CGSOC we use an Experiential Learning Model (ELM), based on Kolb's Experiential Learning Theory. The ELM takes Kolb's experiential learning cycle and superimposes five steps on the preferred learning styles described by Kolb. We promote student‐to‐student dialogue, drawing out the experience resident in the classroom, and add leadership theory to reinforce the learning.     

Initial assessment and validation of an instrument to measure student perceptions of leadership skills

This article reports on development and validation of an instrument for use in measuring student perceptions of leadership skills. The article describes the development process of an instrument through use of subject matter experts for measuring leadership skill perception among students and use of an exploratory factor analysis technique to validate the resulting instrument. These data were obtained from a survey of 214 students in a small liberal arts college of business. The article presents an instrument for assistance with measuring leadership skill perception, development, and importance as well as further reports on the initial validity and reliability measures resulting from the analysis. In addition, the usefulness of the instrument for educators and workplace trainers is explored.     

Developing a global leadership perspective through the use of student‐created reusable learning objects

Study abroad programs have been identified as one of the most effective methods of globalizing curricula and students. The purpose of this study was to examine the current framework of the Leading Change in Costa Rica Study Abroad Program and its ability to diffuse leadership theory to the participating students and to students who are not able to take part in a study abroad opportunity. This study abroad program used reusable learning objects (RLOs) as an assignment to develop global leadership competencies by applying the learned leadership theory in an international context. Students were impacted by the experience. They gained knowledge of the course content, developed and expanded their cultural competencies, and expanded their views of developing countries. The Leading Change in Costa Rica Study Abroad Program also made an effort to develop the intercultural competencies and global leadership abilities of students who are unable to study abroad. The student‐created RLOs have been used in class presentations and made available to interested faculty to use in classrooms across disciplines.     

Seamless Leadership Learning in Curricular and Cocurricular Facets of University Life: A Pragmatic Approach to Praxis

The development of curricular and cocurricular leadership experiences is often a complex undertaking, second only to the complexities of learning how to lead effectively. The current article outlines the shared and diverse experiences of two leadership faculty charged with coordinating academic leadership programs at separate institutions. Both faculty members were previously student affairs professionals and chose to educate undergraduate leaders in the classroom while providing research for the leadership consortium. Additionally, both faculty members continue to partner with student affairs to facilitate strong curricular and cocurricular student experiences. The current article shares a practical approach to providing ongoing strategic practice opportunities for future leaders enrolled in academic, undergraduate leadership education programs while suggesting the creation of a common leadership language for both academic and cocurricular programs.     

The Common Language of Leadership

As our complex society continues to call for leadership across all career fields, preparing leaders at the college level can be challenging. This article outlines the results of a comprehensive examination of learning outcomes of 475 academic programs within 72 academic accrediting organizations in regard to student leadership development. The purpose of the current study was twofold: (a) to understand better what competencies college students need to develop in order to engage in leadership in their respective career fields and (b) to use research findings to develop a list of leadership competencies across academic disciplines, serving as a “common language” for use in program planning, course development, as well as individual student advising and mentoring. The Student Leadership Competencies have been translated to contemporary leadership models such as the Relational Leadership Model, the Social Change Model of Leadership Development, the Five Practices of Exemplary Leadership, Emotionally Intelligent Leadership, and the CAS Standards. Implications for the use of the Student Leadership Competencies in program development, program assessment, and the development of strategic partnerships are also discussed.     

Student clubs: experiences in entrepreneurial learning

Student-led clubs that seek to enhance entrepreneurial learning can be found in many universities. Yet, like many areas of extra-curricular activity in entrepreneurship education, their role in supporting learning has not been researched widely. The paper introduces research that addresses this gap and investigates the nature of the learning process student's encounter when they take part in clubs. The study explores the literature on entrepreneurial learning; it examines the different concepts and considers their contribution to understanding student learning experiences. From the literature, a conceptual framework is presented, highlighting the key aspects of entrepreneurial learning relevant for the field research. The methodology is introduced, including a series of qualitative studies and a survey of students. The study focuses on two types of student-led clubs ‘entrepreneurship clubs’ and ‘Enactus clubs’ and provides a comparative analysis. The findings reported show a range of student learning benefits that simulate important aspects of entrepreneurial learning, such as learning by doing, learning through mistakes and learning from entrepreneurs. More nuanced findings are also presented showing differences in learning benefits between club forms and heighten benefits for students taking leadership roles. Ultimately, the paper contributes to research in entrepreneurship by illustrating how student clubs support entrepreneurial learning.     

Effects of Mentoring on the Development of Leadership Self‐Efficacy and Political Skill

This study of 260 business graduate students considered the relationship between mentoring and leadership self‐efficacy, and mentoring and political skill. Comparisons between nonmentored and mentored individuals showed that having a mentor was associated with increased political skill but not with increased leadership self‐efficacy. Among mentees, higher quality mentoring relationships were associated with significantly higher leadership self‐efficacy but not with significantly higher political skill. Results suggest that the presence of a mentor affects protégé development of political skill, but the quality of the relationship is important for protégé development of leadership self‐efficacy.     

What is the role of perceived leadership capacity in presidential politics?

The relevance of leadership models in presidential leadership, and principally the role of perceived leadership in presidential election years, is an area of study with limited development but increasing importance. This study explores the relationship between young voters' leadership assessment of presidential candidates, Barack Obama and John McCain, and their reports of voting behavior during the 2008 presidential election. Leadership perceptions were collected from 812 respondents prior to the election. Results indicate that candidate leadership assessments have a significant effect on candidate preference after controlling for the impact of party identification and self‐perceived political efficacy. Further, political efficacy significantly impacted respondents' intent to vote in the election after controlling for these same variables. Party affiliation produced significant differences across the political ideology, leadership ratings, political efficacy, and likelihood of voting variables. The study concludes with a discussion of the implications as they pertain to political leadership.     

Improving Leadership Skills in Physicians: A 6‐Month Retrospective Study

The complex medical environment of today calls for physicians to have an array of leadership skills in addition to a thorough knowledge of their specific practice areas. The American College of Obstetrics and Gynecologists (ACOG) Robert C. Cefalo National Leadership Institute is a 3.5‐day intensive leadership development course targeted to physician leaders. A group of 37 physicians completed the ACOG National Leadership Institute in spring of 2013. At course completion and 6‐month postcourse, participants were asked to complete a retrospective pre‐ and posttest of perceived skill levels in 10 targeted competency areas. Course completion and 6‐month postcourse scores indicated statistically significant improvements in scores on all 10 competency areas, which was supported by a Wilcoxon signed‐rank test of median score difference. Qualitative data gathered at the 6‐month postcourse survey provide examples of how participants had applied their skills. The data presented in the current study suggested that intensive, “short‐burst,” experiential leadership training is an effective approach for leadership skills development in physicians.     

地方新建本科院校体育、艺术类学生英语自主学习能力培养研究

随着地方新建本科院校招生规模逐年扩大,体育、艺术类学生的招生量也在不断地增加。作为大学英语教学的对象,体育、艺术类学生是一个特殊的学生群体,他们普遍存在着英语基础差、学习自主性程度和水平不高、学习策略水平不高等特点。文章旨在通过行动研究的方法为体育、艺术类学生的大学英语教学提供一个课内外相结合的自主学习教学模式,以期提高学生的英语学习效率。     

“But we can't go back”

In 2004, a provincial cancer agency in Canada developed and implemented a provincewide Leadership Development Initiative (LDI) to enhance organizational leadership and relationships. Research using a quasi‐experimental survey design determined whether LDI implementation influenced the emotional health and leadership practices of LDI participants. An ethnographic approach (18 focus groups and 13 individual interviews) explored participants' perceptions of the LDI. This article presents qualitative findings that contribute to understanding the statistically significant findings of increasing levels of cynicism, emotional exhaustion, and burnout for most LDI participants. The LDI was regarded as a critical strategy for helping leaders grow and cope with change and help in changing organizational leadership culture to be more collaborative and inclusive. However, an organizational history of short‐lived, flavor‐of‐the‐month development initiatives and growing skepticism and disengagement by leaders represented in the themes of Catch‐22 and “there is no going back” contributes to understanding why these quantitative measures increased. Few studies have explored the hypothesis that real organizational development happens through a series of planned stages. In this study, leaders experienced escalating frustration because change was not seen to occur fast enough in “others” and reported that this was necessary before they would alter their own behavior. Leadership development programs in general need to reflect the reality that it takes considerable time, patience, and effort to effect fundamental change in leadership culture.     

Influence of a culture-based entrepreneurship program on student interest in business ownership

This paper reports the results of a study that examined the impact of a culture-based entrepreneurship study abroad program on student interest in business ownership. Ninety-six students were asked to complete a pre-and post-study abroad program questionnaire that asked about their understanding of a variety of program activities and to gauge their interest in starting a business. Little similar research has been reported in the literature. Pre- and post- program mean rankings of the variable are reported. The results indicated that post-program mean ranking of knowledge, understanding, and skill ability variables tend to be higher than pre-program mean rankings. Fifteen of the 22 post-program mean values of the measured variables are significantly different from pre-program mean values. Logit regression analysis indicated that the language and program structure variables were positively associated with interest in starting a business while the Spanish business and entrepreneurial skills were negatively associated with business ownership. The results of this study may be of interest to educators involved in developing entrepreneurship and study abroad courses and programs. The study may be of special interest to those involved in developing integrative entrepreneurship programs.     

Expertise,university infrastructure and approaches to new venture creation: assessing students who start businesses

Abstract

Within the broader literature on contextual determinants of effectual and causal cognitive logics, the paper explores the drivers of causal and effectual reasoning in student-founders of new ventures, particularly focusing on the role of university entrepreneurship-related offerings and student prior business experience. Using the Global University Entrepreneurial Spirit Students’ Survey (GUESSS), the study involves a sample of 2179 student entrepreneurs from 26 countries. Our findings indicate that university entrepreneurship-related offerings such as curricular programming, co-curricular activities, and financial support play a differentiating role in the proclivity towards causal or effectual approaches across the groups of experienced and inexperienced student entrepreneurs. We also provide evidence that effectuation and causation are not mutually exclusive constructs: they are intertwined and can unfold simultaneously.     

Performance implications for the relationships among top management leadership,organizational culture,and appraisal practice: testing two theory-based models of organizational learning theory in Japan

The purpose of this study was to examine the interrelationships among top management leadership, organizational culture and human resource (HR) practices, and their associative effects on organizational performance. Based on the theory of organizational learning, we developed and tested two different causal models: (1) a feed-forward learning flow model in which supportive leadership by top management would create a community culture and HR practices within organizations; and (2) a feedback learning flow model in which a community culture would support the practice of supportive leadership by top management and HR practices within a firm. Our structural equation modelling (SEM) results for a sample of 225 Japanese small and medium-sized enterprises (SMEs) in Japan supported the second model, in which the dominance of a community culture within the firm is an antecedent of top management's supportive leadership, which in turn necessitates a performance-based appraisal practice and eventually leads to better organizational performance in terms of objective indicators of turnover and absenteeism rates and workforce productivity. The findings are used to discuss the role of top management leadership in a particular organizational culture from the organizational learning perspective. Limitations and directions for future research are also discussed.     

Developing global leaders

With respect to global leadership development, this article suggests that managers differentially benefit from a given intercultural training or developmental experience — depending on their individual aptitudes (i.e., knowledge, skills, abilities, and other personality characteristics). The main premise of this article is that offering the right people (those with the requisite individual aptitudes) the right developmental opportunities will produce leaders who can effectively perform global leadership tasks and activities.     

Analyzing the Effectiveness of Multisource Feedback as a Leadership Development Tool for College Students

Undergraduate students (n = 144) completed the Socially Responsible Leadership Scale (SRLS), which measures leadership capacity within the framework of the Social Change Model (SCM) of Leadership Development. Observers (n = 374) who knew the students from a variety of contexts completed observer‐report versions of the SRLS. The research was designed to measure differences in rating of capacity between student leaders and those who know and observe their behaviors. Mean observer scores were higher than self‐reported scores for most capacities, with moderate to large effect sizes. Significant differences between self and observer interscale correlations and a high degree of subscale intercorrelations within observer‐reports led to conducting an exploratory factor analysis of observer responses. A universal one‐factor structure emerged that was different from the SCM model, suggesting observers make little distinction among separate leadership capacities in those they observe. Implications for leadership development and education programs are discussed including the benefit of rater training prior to the use of multisource feedback instruments, how the context in which students interact with observers affects feedback, and the need for further examination of other methods of determining effectiveness in conjunction with multisource feedback instruments.     

Transformational Instructor‐Leadership in Higher Education Teaching: A Meta‐Analytic Review and Research Agenda

Researchers have shown that transformational leadership is applicable to higher education teaching, that is, transformational instructor‐leadership. However, such research is fractionated across diverse fields. To address the fractionated literature, the purpose of the current study was to conduct a meta‐analytic review of transformational instructor‐leadership and to analyze research in which such leadership has been empirically associated with student outcomes. For the meta‐analysis, the Hunter–Schmidt approach was adopted, and thus, correlations were corrected for attenuation due to measurement error. The findings indicated that transformational instructor‐leadership was positively associated with students’ motivation, satisfaction, perceptions of instructor credibility, academic performance, affective learning, and cognitive learning. Moderator analyses revealed that culture, course delivery, instrument, and gender were all significant moderators of the relationship between transformational instructor‐leadership and specific student outcomes. The findings also showed that there were significant differences between the transformational leadership dimensions, thus supporting the notion that each dimension is conceptually distinct. The present meta‐analysis drew from varied disciplines in contributing the first integrative review on transformational instructor‐leadership. Future research needs to extend the literature with regard to context sensitivity, common method variance, causal conclusions, mechanisms, outcome measures, and control variables. Practically, higher education institutions should consider training transformational instructor‐leaders.     

The State of Leadership Studies

This article begins a symposium in the Journal of Leadership Studies on the subject of a formal review process for academic programs in leadership studies. The authors argue that such a process would be a way for the field to achieve more legitimacy in higher education, establish itself as a discipline, and delineate parameters of its intellectual distinctiveness. In so doing, the authors present a brief history of the development of leadership studies literature, a central question to theory building and program development, and common goals pursued by academic programs in leadership studies. Finally, the authors call for the development of standards that can help leadership programs expand their curricular and cocurricular initiatives to reflect the intellectual maturity of the field.