Educators must develop leadership studies programs that prepare students to deal with the reality of a diverse world so they are able to handle constant change as they lead in the 21 st century. The purpose of this paper is to consider a variety of questions that need to be answered when developing core curricula for college and university leadership studies programs. The discussion is based many years of researching, developing, and teaching in this area at state universities as well as at private liberal arts and Christian colleges. This paper offers a review of the importance of leadership education, a review of Hosford's (1973) curriculum development model, and an examination of three case histories. Hosford (1973) has developed a model of instructional design that suggests a strong interrelationship exists between any given curriculum program and the subsequent teaching involved in the program. Hosford's model challenges the educator to ask a variety of questions concerning issues affecting professional, practical, political, package (i.e., program), organizational, interrelated dynamics, teaching/learning, and implementation. As illustrated by the three case histories, with attention to each dimension of curriculum development it is possible to develop meaningful and successful leadership studies courses and programs at the college and university levels.
This descriptive study used an interview protocol developed by the Center for Creative Leadership with 50 college student leaders to determine what key developmental events young college leaders experience and the leadership lessons learned from these events.Students discussed 180 events and 734 lessons learned from them. Most events defined by students were challenging assignments, although events dealing with other people, coursework, and formal leadership programs were also mentioned. Top lessons included communication, self-identity, leadership identity, and developing leadership task and management skills. While many lessons could be learned in a variety of different ways, a number of challenging assignments stood out as important for learning certain lessons.
In an interview, General H. Norman Schwarzkopf (retired) said, "...if you chose to wear the mantle of leadership, it places a burden on you to conduct yourself differently than the average person" (1994, p. 6). So, what is a leader? Can leadership behaviors be taught? The answer is, "yes". Unfortunately, educators have lagged behind the development curve in providing for effective leaders. Educators must be the avant garde in ensuring effective leadership for tomorrow and the 21st century. The purpose of this paper was (a) to present a discussion of the literature concerning leadership and (b) to provide a course syllabus for leadership behaviors.
Since 2004 the Institute for Community Leadership (ICL) program has empowered grassroots community members to step up to the challenge of leading in today's turbulent times. This article presents a case study of the ICL leadership development program for adult learners seeking to serve their community as authentic servant-oriented leaders. To appreciate what ICL has accomplished during its 15-plus years, it is necessary to review the theoretical bases of leadership development, ICL's historical background, its purposes and goals, current activities, past achievements, outcomes and observations, and discussion and conclusions.
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