Teaching Essential Behaviors of Leadership: A Rationale and Syllabus

According to a survey of professionals in agricultural education, The Journal of Leadership Education (JOLE) is a new and primary outlet of leadership education research and professional scholarship. The purpose of this study was to assess five years of JOLE's primary and secondary research theme areas, frequent primary and secondary research themes by year, prolific authorship, and research methods and types using a mixed-methods design. A compilation of the research results is reported. Research themes appear cyclic and add little to improving an apparent lack of research continuity. Research must continue to determine cycle depth and the influence on research in leadership education as an integrated specialization area of agricultural education. This research may be used comparatively with the National Research Agenda to determine where future research should be focused.

Section: Introductionmentioning

confidence: 99%

Research Themes, Authors, and Methodologies in theJournal of Leadership Education: A Five-Year Look

Edgar¹,

Boyd²,

Rutherford³

et al. 2009

“…On the other hand, "leadership education" refers to those learning activities and educational situations intended to enhance leadership abilities. Unfortunately throughout history leadership education has been for a select few and not always available to everyone who can and should benefit from leadership development programs (Watt, 1995).…”

Section: Importance Of Leadership Educationmentioning

confidence: 99%

“…Leadership brings together diverse points of view to achieve common goals and create shared visions. Watt (1995) advocates that it is possible to provide students with learning environments that foster the learning and development of leadership skills.…”

Section: Importance Of Leadership Educationmentioning

confidence: 99%

See 2 more Smart Citations

Effective Leadership Education: Developing a Core Curriculum for Leadership Studies

Watt

2003

Self Cite

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.

Voices of Leadership

DiPaolo

2002

This study examines the impact of a leadership education retreat through the eyes of six undergraduate college men who participated in The Institute for Men of Principle at a midwestern college. What influences shape their definition and experience of leadership? Entry and exit interviews were conducted along with field notes from observations during the five-day curriculum. The study finds that early socialization experiences are paramount. In addition, participants uniformly struggle with acquiring and keeping the role of leader. Being a leader also plays a crucial role in the self-esteem of the participants. Analysis of the curriculum reveals that the application of leadership theory during hands-on activities was effective in shaping their views Framing leadership as a team endeavor and the need for personal congruence as a leader were the strongest consistent changes in participants' perceptions. The case is made for qualitative and longitudinal investigation for assessing leadership education programs.