The uncertainty and disruption imposed by the COVID-19 pandemic are so extensive that they will far outlast the pandemic itself. It is difficult to scale leadership development when staff is constantly shifting and leaders are struggling just to keep up with the day-to-day challenges of their work and personal lives. HR and L&D (learning and…

In this chapter, the authors synthesize research on existing leadership development programs and practices, highlight why some practices are more effective in students' leadership development than others, draw theoretical connections between the most influential practices and students' leadership development, and offer a broad conceptual framework…

Followership is more than just a topic to be tacked on to the body of a leadership program; it fundamentally alters the way students engage with leadership theory and practice. In this chapter, the authors draw on 15 years of experience supporting, modifying, and delivering followership training within leadership programs to provide the unique…

Although LGBTQ+ persons are one of the largest minority groups in the workforce, little has been written on the most helpful way to mentor them for leadership. We present a model of relational mentoring based on mentor critical awareness of their own intersected identities and sharing vulnerabilities.

This reflective article focuses on the Chemical Engineering Students Association (CESA) at a South African university, which was established as a voluntary student organisation to alleviate the problems of student isolation and inadequate orientation programmes by promoting student-centredness and development. The article aims to examine CESA's…

Despite the growth of servant leadership research, current understandings of how to teach servant leadership are limited. Further, current approaches often reinforce heroic notions of servant leadership that do not adequately prepare learners to engage in leadership within their own lives. Against this backdrop, we integrate critical pedagogical…

While many schools are experimenting with new fads and formulas in an effort to ensure that all students receive what they need to be successful, others have begun to look anew at the resources they already have: teachers. Each teacher brings a unique combination of knowledge, skills, experiences, passions, and talents to his or her school, just…

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.

This chapter proposes a transformative vision of critical-dialogic leadership development. A framework is offered to guide reflection and dialogue among leadership educators to bring the vision to life.

This chapter provides a general overview of dialogue and the potential dialogue holds for enhancing leadership education. The chapter discusses the value of dialogue and its important principles, process requirements, and human considerations.

Using a learning-focused lens, this chapter explores concepts such as recruiting, training, and supervision through the strategic use of leadership learning outcomes. Within a broad context of leadership development, institution-specific promising practices and examples are provided to demonstrate implementation of the concepts.

The confluence of crises facing our global and local communities have challenged leadership educators to think and practice differently. This has meant shifts in how we teach, how we connect with students, and how we understand our role in making change in our institutions and communities. How can we navigate change personally and as a community?…

School leaders in England have a huge task to mediate factors in a school's environment (regulatory/legal and institutional). Rapid and sometimes conflicting policy agendas for improved performance have become a main preoccupation of school leaders as they jostle to keep their jobs as they wrestle to implement the latest government mandate. As a…

Two-year college mathematics teaching has interesting challenges, and it helps to have a national organization representing the profession that provides professional development, issues position statements on relevant topics, and cultivates leaders. This chapter illustrates how the AMATYC organization provides these services.

This chapter addresses the engagement of geoscience societies with community college faculty, traces the emergence of the Geo2YC Division as a model for others, and provides examples that focus on ways to build a professional community.