Effective Leadership Education: Developing a Core Curriculum for Leadership Studies

Abstract

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.

Forces for Positive Change: Preparing Leaders for the 21st Century in an Undergraduate Honors Program

“…Such achievements reflect the WCUHC aim which seeks to build character and foster a commitment to life-long learning that prepares leaders for the 21st century. This reflects Watt's (2003) notion that educators must develop leadership programs that prepare students to deal with the reality of a diverse world so they are able to handle constant change as leaders in the 21st century.…”

Considering leadership pedagogy in creative arts education

“…Jenkins and Owen (2016) explain that educators working in Leadership disciplines comprise a broad cross-section of experts from myriad academic and professional backgrounds working in multiple roles in university settings. At hand is understanding the multiplicity of experiences and perspectives that underscore what leadership is and is not—which has evolved into a robust academic field over the past thirty years with theoretical and practical implications for educators (Guthrie & Jenkins, 2018; Watt, 2003).…”

Disciplinary Expertise and Faculty Credentialing in Leadership Studies: Advancing a Necessary Conversation

“…Moreover, leadership scholars and educators advocate for maintaining the rich diversity of disciplinary backgrounds represented in the field of leadership studies. While there has been a documented proliferation of academic programs in leadership studies at the undergraduate and graduate level (Diallo & Gerhardt, 2017; Gerhardt & Diallo, 2013; Watt, 2003), the interdisciplinary nature of leadership studies suggests the field will continue to welcome leadership scholars, leadership educators, and leadership developers who are produced through a variety of disciplinary degree programs. To suggest only graduates of leadership studies programs are appropriately credentialed to teach would be a gross mischaracterization of the field.…”

“…Concern regarding the quality and integrity of academic leadership studies programs remains a consistent theme in the literature (Brungardt et al, 2006;Harvey & Jenkins, 2014;Klenke, 1993;Malakyan, 2019;Rosch et al, 2023;Watt, 2003). Alvesson (2019) warned that leadership studies curriculum and programming can become easily diluted for economic gain.…”

“…The leadership enterprise is richly diverse in disciplinary representation (Andenoro et al, 2013; Andenoro & Skendall, 2020). Evidenced by a robust and expanding body of academic literature, as well as formal programs of study at the undergraduate and graduate level, leadership studies has emerged as a distinct field of inquiry and postsecondary specialization (Brungardt et al, 2006; Diallo & Gerhardt, 2017; Friesen, 2018; Gerhardt & Diallo, 2013; Ritch & Mengel, 2009; Watt, 2003). Efforts to synthesize and define a comprehensive research agenda have also helped to formalize and advance the field of study (Andenoro et al, 2013; Andenoro & Skendall, 2020; Jenkins & Dugan, 2013).…”