Evidence suggests community‐engaged pedagogies are as effective in online courses as in traditional face‐to‐face delivery; however, guidance and examples for potential early adopters is limited, particularly in leadership education. As online delivery for leadership education expands, leadership educators may be hesitant to redesign community‐engaged learning experiences for the online environment as a result of pedagogical and logistical concerns. Nevertheless, virtual community‐engaged learning, or e‐service‐learning, has promise as an effective high‐impact educational practice within leadership education. The current paper describes theoretical and practical considerations for leadership educators who intend to development community‐engaged online courses.
Providing leadership education for young men growing up without their father, through a structured curriculum and mentoring program, should enhance their development. To examine this, the authors interviewed adult alumni who participated as adolescents in a cohort-based, sixmonth leadership program. Interviews outlined several key themes: once served by others the young men desired to serve their community, choosing an authentic leadership educator matters, program mentors inspired positive life changes, and the learned leadership lessons transcended the setting and the curriculum. This qualitative project examined the efficacy of a youth leadership development program by interviewing past participants. This research outlined how service to others can inspire more service and that leadership education has the potential to alter lives, and in this case, even save lives.
The purpose of this study was to explore faculty members’ perceptions of their roles as boundary spanners, the expectations they have for professional competencies related to boundary spanning, and how these faculty were prepared to successfully perform in their boundary-spanning leadership roles. In the context of higher education community engagement, boundary spanning refers to the work that is critical in overcoming the divide between the institution and the community (Weerts & Sandmann, 2010). This study revealed boundary-spanning faculty leaders’ perceptions of their roles, competencies for effective community-engaged teaching and scholarship, and ways in which institutions may cultivate and support boundary-spanning leadership among current and future scholars and educators.
PurposeThe purpose of this paper is to present a conceptual framework for examining the impact of the COVID-19 pandemic on working women.Design/methodology/approachThis conceptual paper on women in the formal workforce is grounded within the leadership and organization development literature.FindingsThe authors posit the COVID-19 pandemic and the subsequent instability in the US workforce, particularly among women and mothers, is effectively examined through the lens of punctuated equilibrium. Specifically, the widespread disruption initiated by the pandemic provides an opportunity for transformative change within organizations and society. Furthermore, working women impacted during this punctuated equilibrium are likewise positioned for transformation. The authors suggest the pandemic and its impact on the formal workforce can be leveraged for individual and organizational development as well as transformation, resulting in advancement toward self-authorship and increased equity within organizations, respectively.Originality/valueThis paper offers a novel integration and application of three leadership and organization development concepts: punctuated equilibrium, the self-authorship theory and Theory U, to better understand the impact of the COVID-19 pandemic on working women.
The value of the liberal arts and humanities has increasingly been called into question on multiple fronts. Attempts to bridge the practical and liberal arts through forms of civic professionalism have been gaining traction in larger spheres of influence. This article outlines the results of a deliberative civic engagement forum (n = 42) that created a space for community members from business, education, and non-profit sectors at the National Conference on Service and Volunteerism, to consider the role civic leadership education and development has in liberal arts and humanities programs. The forum was intentionally designed to have participants consider the role of the liberal arts and humanities in redefining the purposes and process of democratic engagement through a lens of civic leadership education and development. This forum was able to gather a group of people from sectors that do not normally speak to the intersection of leadership education and the liberal arts.
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