The major difficulty in teaching a blind student is that the instructor must realize what the student needs in the way of learning aids without any input from the student, who has no way of knowing what he or she is missing and who, therefore, cannot take any initiative in requesting specific materials.

Purpose This scoping review aims to examine peer-reviewed literature related to girls’ (age 0–18) and young women’s (age 19–30) leader identity development. Design/methodology/approach This study uses a scoping review. A research librarian was consulted at the start of the project. Two sets of search terms (one for each age group) were identified and then used to find publications via our selected databases. The search results were uploaded to Covidence and evaluated using the determined inclusion and exclusion criteria. The final sample of articles for the review was analyzed using exploratory coding methods. Findings From the analysis, four domains were identified that influence girls’ and young women’s leader identity development: relationships, personal characteristics, meaningful engagement and social identities. Originality/value To the best of the authors’ knowledge, this is the first study to solely explore girls’ and young women’s leader identity development. The factors and domains identified provide useful guidance for future research and practice. The findings reveal considerations about leader identity that can inform the creation of effective leadership development initiatives for girls early in their lifespan. These interventions could provide girls with a strong leadership foundation that could drastically alter their leadership trajectories in adulthood. Previous research has conveyed the advantages of having more women participate in leadership. Thus, this potential not only benefits girls and women but organizations and society at large.

Leadership educators use various tools to enable their students to learn about leadership. This article describes the assignment Interview with a Leader which the authors have incorporated into several different leadership courses. Grounded in constructivist and social learning theories, the authors have found this assignment to be particularly effective as a strategy for helping students make meaning of the complexities and application of leadership. Furthermore, students found the assignment to be especially helpful for connecting leadership theory to practice.

The current article describes an assignment utilized in an undergraduate course “Leadership in a Global Society.” The assignment requires students to participate in a cultural experience and interview the leader of the event. Student feedback collected over several semesters indicates that the assignment was invaluable in helping students understand people from cultures different than the ones with which they normally identify. Furthermore, students reported gaining a better understanding of themselves and a willingness to seek out other cultural learning opportunities.

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Abstract. The literature has traditionally portrayed work-life balance as a women's issue. However, working men, specifically those classified as Generation X and Generation Y, are starting to speak up and share that they too are struggling with integrating all aspects of their lives. Workers, as well as organizations can benefit when employees have a healthy work-life balance; however, the specific role of organizational leadership must be examined to determine the influence leaders play in assisting employees achieve work-life balance. In addition, further insight is needed to understand how employees in the three generations (Millennials/Gen Y, Gen X, and Baby Boomers), which predominantly comprise the current workplace, view organizational leadership in relationship to work-life balance. Since the voices of women have been studied extensively (Eagly & Carli, 2007;Favero & Heath, 2012;Guillaume & Pochic, 2009;Jyothi & Jyothi, 2012;Roebuck, Smith, & Elhaddaoui, 2013;Schueller-Weidekamm & Kautzky-Willer, 2012), this exploratory study examines the perspectives of working men by asking how different generations of men view organizational leadership in light of work-life balance. The researchers used a convenience sample to invite men to participate in an online survey about organizational leadership, work-life balance and generational factors. One hundred one participants provided data, which the authors analyzed using qualitative data analysis techniques. Three major themes emerged. First, Generation Xers and Millennials, in particular, feel more pressure than Baby Boomers to be at home, in the community; and if they are fathers, to be present in their children's lives. Second, technology both helps and hinders men in integrating their personal and professional lives. Third, organizations are generally more supportive of men's multiple life roles than they were previously. However, most of the study participants still perceived that putting work first was tantamount to receiving a leadership position. A general conclusion from this exploratory study is work-life balance greatly influences men's decisions to pursue organizational leadership opportunities. Consequently, the results suggest that organizations, in their effort to acquire and retain talented leaders, should explore and embrace new strategies that support employees in their endeavor to achieve work-life balance.

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