This study used the Delphi technique with 31 seasoned leadership educators who, over the course of two rounds, were tasked to categorize the level of complexity of 60 leadership competencies. What resulted was a five-tier taxonomy based on the level of complexity of each of the 60 competencies assessed. The taxonomy also includes four categorical…

This chapter discusses the distinction and intersections of leader and educator identities, and offers reflective exercises for exploring, developing, and deepening one's professional leadership educator identity.

In order to prepare students for their future careers, it is important to understand the competencies necessary for career success. This chapter will discuss the many ways in which leadership competencies can be utilized to help enhance career readiness.

This chapter provides an overview of leadership competencies including the history of emergence, contemporary uses, common frameworks, challenges, benefits, and future implications.

This chapter describes how to use a leadership competency approach to help students develop their five signature themes from the Clifton StrengthsFinder assessment into strengths.

In conducting a multi-disciplinary, multi-degree study of all 83 higher education accrediting organizations in the United States and the 605 academic programs associated with them, our goal was to uncover patterns in the presence of leadership and general workforce competencies identified within the stated learning outcomes employed by these…

This chapter provides a framework for intentionally designing service-learning experiences that contribute to leadership competency development of students. Assessment of leadership competency development is also addressed.

Many mission statements include language focusing on the institutional commitment to develop student leaders who will affect their communities and professions upon graduation. This chapter explores how institutions can ensure that elements of the experience are factors in a student's leadership development.

The Student Leadership Competencies Inventory consists of eight scales, each corresponding to its relevant leadership construct within the Student Leadership Competencies framework (Seemiller, 2013). Due to the increasing use of the framework and associated inventory in leadership development programs in higher education, we conducted a thorough…

Moving from why, how, and what, this chapter closes with a focus on how we know the outcomes of leadership education. This final chapter provides an overview of leadership competency development as a critical component of higher education.

Whether they are in a leadership program, participate in an organization, or engage in school-based extra-curricular activities, there does not appear to be a shortage of leadership development opportunities for youth. Despite the prominence of these experiences, the lack of youth leadership development models available for educators can pose a…

In an effort to better understand leadership educator preparation, this qualitative study explores leadership educators' identity constructions, or (re)presentations of experiences, beliefs, and practices that contribute to one's professional identity. We used three narrative approaches (storytelling, symbolic interactionism, and anticipatory…

A great deal of literature exists "for" leadership educators related to programs design, delivery, and student learning. However, little is known "about" leadership educators, who have largely been left out of contemporary leadership education research. We looked to teaching and teacher education literature to derive a model…

There is a great deal of literature on leadership education best-practices (e.g., curricular considerations, teaching strategies, assessment of learning). Yet, to be a leadership educator is more than having knowledge or expertise of content and pedagogy. Perceptions, experiences, and values of leadership educators comprise a professional identity…

Astin and Astin (2000), W.K. Kellogg Foundation, note "leadership occurs when people become concerned about something and work to engage others in bringing about positive change" (p. 23). At the University of Arizona we have taken that philosophy and integrated it into every component of our course to help students learn about and engage…