This qualitative study explored the leadership development outcomes associated with specific experiences in a one-year, intensive leadership development program at a large northwest research university. Students highlighted three programmatic experiences for their effectiveness: (a) faculty mentoring, (b) participation in a weekly seminar, and (c)…

This pilot is a pre/post comparative assessment of a leadership course developed and delivered using an innovative, ontological/phenomenological model of education. Participants in the course delivered in Singapore in July of 2014 provided measures of the effectiveness of their leadership before and after the course, using a scale from 1 (least…

New educators may feel overwhelmed by the options available for engaging students through classroom participation. However, it may be helpful to recognize that participatory pedagogical systems often have constructivist roots. Adopting a constructivist perspective, our paper considers three meta-practices that encourage student participation:…

School principals should lead for social change, particularly in support of vulnerable or marginalized students. An important social justice issue in which principals must provide strong leadership, but may not be adequately prepared in university training, is creating positive and inclusive school environments for lesbian, gay, transgender,…

Leadership content and pedagogical strategies are fundamental to health professionals' education. All health professionals must be able to lead effectively and thrive in today's complex health systems. Students must be involved in meaningful didactic and experiential leadership development early in their academic progression, and educators are…

Women's leadership training programs provide organizations opportunities to value women leaders as organizational resources. This qualitative research utilized phenomenological methodology to examine lived experiences of seven alumni of a women's-only leadership program. We conducted semi-structured interviews to clarify what learning elements…

This study examined the effectiveness of a 4.5-day service leadership program for students from Chinese universities using objective outcome evaluation. The participants were assessed before and after the program, with two post-test measurements (immediate assessment and assessment 12 days after the completion of class learning). At pretest and…

Leadership development transforms the lives of many students and leadership educators regularly witness these changes. But little research has articulated what is being taught that facilitates this change, how we can make it happen more often, or how we can measure this change. These transformations contribute to desirable outcomes including…

This paper provides an insightful perspective to the common problem facing many global leadership educators across the U.S.: helping students understand "global leadership" while they sit in U.S. classrooms. The instructor of an undergraduate leadership course addressed this problem by recreating for U.S. students in local "cultural…

Leadership educators seek to understand how they can better develop leadership among their students through formal and informal course experiences. The purpose of this study was to understand how undergraduate students perceive reasons for changes in their leadership practices, after completing a personal leadership education course. The course…

The Undergraduate Leadership Teaching Assistant (ULTA) experience offers students a high-impact opportunity to develop, practice, and evaluate their leadership knowledge, skills, and abilities. The purpose of this qualitative study was to examine outcomes of the ULTA experience as a high-impact practice for students studying leadership. Weekly…

Integrative leadership theories are thriving in the literature, yet very few studies have explored individual characteristics of integrative leadership and conditions that may promote individuals' integrative leadership orientation. In particular, little is known about the factors that may promote undergraduate college students' development of an…

Leadership educators looking to successfully create and implement an interdisciplinary leadership minor can often find themselves overwhelmed and apprehensive. Little exists to help guide our way as we attempt what often is an initial academic beachhead on campus. This paper explores the creation, implementation, and outcomes of a…

Global leadership programs framed within singular cultural contexts do not promote authentic leadership. Unilateral methods may exclude individual multicultural experiences or identities, and further, encourage a one-size fits all approach to leadership. An interdisciplinary global leadership course aims to promote authentic unlearning and…

This paper explores the extent to which the leadership knowledge, skills, and abilities of upper-year student leaders on one private, United States college campus developed as a consequence of their education and experience as an extended orientation leader. Findings reveal that compared to leadership education in the classroom, leadership…