Using a qualitative grounded theory approach, student guided leadership capstone projects were examined using a thematic analysis to determine the categories of projects students chose. The research sought to answer two research questions: (1) What areas of leadership development do students seek out through capstone projects for a four-year…

Developing leaders for a diverse democracy is an increasingly important aim of higher education and social justice is ever more a goal of leadership education efforts. Accordingly, it is important to explore how dominant leadership models, as blueprints for student leadership development, account for and may unwittingly reinforce systems of…

This article dives into the complexity of managing our "self" and our "roles," and how we can acknowledge the vast multitudes contained in each of our identities in our work as leadership educators. We wanted to incorporate a more conversational format to this article by highlighting the different ways ideas can be expressed…

Equipping leadership educators and students to navigate complex challenges requires new ways of thinking about and engaging in professional development. Using the framework of professional formation, we propose an approach to development leveraging complexity science and generative leadership.

This paper explores the role of school leaders in facilitating Social Justice (SJ) leadership practice in schools. Ethical, Transformational and Distributed leadership theories together with School Leadership Development initiatives are examined. What emerges is that leaders need to bring SJ to the centre in their work and actively lead from an…

This article describes the rationale given by many faith-based institutions of higher education for creating and promoting leadership programs. A brief overview of the history of faith based educational institutions is followed by an explanation of the motivations of several different schools for creating and funding leadership programs, as well…

This article makes a case for the need of graduate leadership curricula, including professional programs such as health care, law, and engineering. Diversity, equity, and inclusion is focused on as a critical piece of this leadership curricula.

This chapter will advance understanding on how leadership learning occurs in graduate and professional school contexts and suggests how social class should be considered in the planning, implementation, and outcomes of preparing individuals to lead in their fields of choice.

Social class identity, namely disadvantaged social class status, as a site for leadership development is explored in this chapter. The authors position the forms of resistance, resource, and savvy disadvantaged students display on campus as opportunities for broader social progress and individual leadership development.

This chapter examines leadership and social class in the context of fraternities and sororities. With no extensive research in this area, recommendations provided may help educators create a plan to address the intersection of social class, leadership education, and membership in a fraternity or sorority.

In this chapter, intersectionality is used as an analytic tool to examine the connections between social class and leadership learning. We emphasize leadership identity, capacity, and efficacy and identify strategies that educators may use to center social class by incorporating intersectionality within culturally relevant leadership learning.

Purpose: This study analyzed three years of data from the Collegiate Leadership Competition to investigate potential differences in longitudinal leader self-efficacy growth between students who identify as men and those who identify as women. Design/methodology/approach: Survey design. Findings: Results indicate that women participants enter their…

This study investigated agricultural leadership development programs within the U.S. land-grant university system, initially launched by the W. K. Kellogg Foundation in 1965 and currently offered by 38 universities nationwide. Despite their widespread adoption, these programs often lack explicit integration of leadership scholarship and may…

Academic excellence is brought about by effective leadership, which may encompass the concept of distributed leadership, which signifies a collective engagement. However, leadership positions within higher education are frequently filled with scholars lacking leadership skills and experience, which can be detrimental both to their performance and…

Students learn how to be a leader and how to develop their leadership capacity as they participate in shared experiences or learning communities, many of which are facilitated by student affairs professionals through campus activities programs. For large numbers of college students, their first learning community, and subsequent path to future…