Understanding whether leadership can be learned is important as many colleges and universities attempt to develop future leaders through a variety of programmatic efforts. Historic leadership research argues leadership is an innate skill. While contemporary leadership research tends to argue that leadership can be learned. The purpose of this paper is to examine student leadership skill development during a leadership course at a regional, mid-western university. This project explored the effects on undergraduate students after a 16-week, forcredit academic course based on the Social Change Model of Leadership (SCM). This project was completed using a quasi-experimental design between two nonequivalent groups. Participants completed the Socially Responsible Leadership Scale as a pre/post-test. The findings suggested that student SCM skill-based knowledge did improve compared to students who did not receive the intervention and subsequently that post-industrial leadership skills associated with the SCM can be learned in a structured, academic course.
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.
Purpose – Humanitarian logistics is critical to providing relief to people in regions affected by hardship and disaster. This study examines literature on humanitarian logistics and service-learning and evaluates the integration of concepts. Design/methodology/approach – An exploratory case study approach was used to understand the integration of service-learning and humanitarian logistics. This was achieved by exploring current literature, piloting courses, providing relief, and documenting factors that facilitate successful service-learning experiences. Findings – Findings from this information-oriented work demonstrate the applicability of service-learning methods in humanitarian logistics education and contributes to current research by addressing urgent global needs. Practical implications – This case has practical relevance for logistics educators, humanitarian agencies, and service-learning leaders as it outlines various challenges and steps to developing a humanitarian logistics course with potential pathways for research. By integrating the theories and principles of service-learning with major logistics and supply-chain management concepts, colleges, and universities in collaboration with relief agencies can facilitate an impactful humanitarian logistics learning experience that provides needed support to disaster response. Originality/value – There is a scarcity of literature that connects humanitarian logistics and service-learning. This case shows that the service-learning movement shares a common purpose with many humanitarian organizations that work to foster citizenship, education, and community well-being. This paper is a first of its kind to study the efforts necessary to create a successful humanitarian logistics course that benefits students, faculty, communities, and institutions through applying service-learning principles.
The purpose of this paper is to examine the impact of age and gender on student leadership capacity during a 16-week, for-credit academic leadership course at a regional mid-western university. The course promoted the tenets of the Social Change Model of Leadership (SCM) through theoretical and application-based projects. Participants completed the Socially Responsible Leadership Scale (SRLS) as a pre/post test. The findings suggest age does not mediate students' capacities for socially responsible leadership, but gender does for the SCM domains of collaboration and citizenship.
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