The Emergence of Leadership Studies: Linking the Traditional Outcomes of Liberal Education with Leadership Development

Abstract

Traditional liberal education essentially involves a "just-in-case" learning approach, exposing students to content they might need in the future. The authors argue that while liberal arts education is indeed a needed preparation for leadership education, the traditional approach to liberal learning is insufficient. To foster the learning outcomes intended by leadership educators, students must encounter a liberal learning "dynamic" in which they are active participants in situations that actually engage the content of liberal and leadership education. The Leadership Studies Program at Fort Hays State University is outlined and presented as an example of program design based on this conceptual foundation.

Study Abroad: A Powerful New Approach for Developing Leadership Capacities

“…A preferable model, one that would have greater relevance to students in their future leadership roles, is one that would focus on small acts of leadership and heroism performed in everyday life" (Center for Public Leadership, 2002, p. 16). The goal should be to prepare students to participate meaningfully in the leadership process (Brungardt, Gould, Moore, and Potts, 1997).…”

“…The taxonomy above, while helpful, does not provide an exhaustive description of the behaviors required for effective leadership. For example, other skills include critical and creative thinking, problem solving, team building, conflict resolution, negotiation, and consensus building (Brungardt, Gould, Moore, and Potts, 1997). All of the skills outlined in this section can be developed in liberal studies and enhanced in concentrated leadership study.…”

Emerging Themes in Disciplinary Based Leadership Education

“…Similar to early scholarship by Brungardt, Gould, Moore, and Potts (), Zimmerman‐Oster and Burkhardt (), Riggio, Ciulla, and Sorenson () on best practices of leadership education and in concurrence with the Council for the Advancement of Standards in Higher Education (CAS, 2019), experiential learning consistently came up as a theme through the chapters. In a number of the different disciplines, experiential learning was intentionally being implemented throughout the leadership education curriculum.…”

Training a New Generation of Leaders

“…However, at the heart of leadership education, most would include the need to train students to grasp the problems and issues facing society, to develop analytical and problem-solving skills, to learn to communicate and work effectively as members of a team, to have experience working in groups, to learn to work with people of diverse backgrounds, cultures, and academic disciplines, to learn to establish goals and motivate others to achieve those goals, and to know how to speak and write effectively (e.g. ; Hersh, 1998; Hopkins and Hopkins, 1998;Brungardt, Gould, Moore, and Potts, 1997; Hashem, 1997; Reed, 1996;Conger 1992;Dertouzos, Lester, and Solow, 1989).…”