This chapter examines humanistic ways of understanding learning; connects leadership learning to ... more This chapter examines humanistic ways of understanding learning; connects leadership learning to the concepts of personal competence, social competence, and caring; and introduces the model of emotionally intelligent leadership.
This qualitative exploratory study focuses on the leadership experiences of college men who held ... more This qualitative exploratory study focuses on the leadership experiences of college men who held leadership roles in campus organizations. The researchers examined the students' experiences of leading their organizations and group members and the students' perceptions of gender roles influencing their leadership practice. Four male participants at a medium-sized, religiously-affiliated university engaged in in-depth interviews and a focus group with the researchers, who used a blend of qualitative approaches to conduct the study and analyze the data. Key themes emerged around a balance between task and relationship-building; the distinction between power and influence; a desire to do better; understanding leadership as generative; and resisting the masculine/feminine leadership dichotomies. Implications are presented for professional practice and research.
Innovative and learner-centered approaches to teaching and learning are vital for the applied fie... more Innovative and learner-centered approaches to teaching and learning are vital for the applied field of leadership education, yet little research exists on such pedagogical approaches within the field. Using a phenomenological approach in analyzing 26 students’ reflective narratives, the authors explore students’ experiences of and process of learning within a student-centered and inquiry-focused leadership capstone course. The process of this transformative learning experience is represented in five themes, which include the following: (1) challenging mental models of learning, (2) building trust, (3) finding freedom and empowerment, (4) deepening commitment to learning, and (5) reframing learning and self. Additionally, the students’ approach to learning changed throughout the course, shifting from dependence/independence toward interdependence. Implications for the use of this pedagogy and areas for future research are discussed.
Think about the people and organizations that provide you with opportunities to grow (for example... more Think about the people and organizations that provide you with opportunities to grow (for example, friends, family, employers, mentors, coaches, supervisors, pastor, rabbi, alumni, current and former classmates). Identify the different networks and relationships in your life that can or will make a difference in who you become or what you do. Don't think too much about this. If a person's name or the name of an organization comes up, go with it. Write it down and draw a line to your circle.
Welcome the group and share that the focus of this session is developing relationships. Building ... more Welcome the group and share that the focus of this session is developing relationships. Building and developing relationships is a key component of emotionally intelligent leadership, as you need others to be working with you toward your shared goal. Offer a quick review of Appendix A: EIL Overview.
Abstract The purpose of this mixed-methods study was to examine how college students define the c... more Abstract The purpose of this mixed-methods study was to examine how college students define the concept of leadership and to identify gender, racial, and age differences within these definitions. Participants were 1100 undergraduate students drawn from a national sample. Participants were asked to detail their definitions of leadership, which were analyzed using thematic content analysis. The definitional themes served as dependent variables in determining differences by gender, race, and age.
Abstract This study explored the extent to which co-curricular involvement, holding formal leader... more Abstract This study explored the extent to which co-curricular involvement, holding formal leadership roles, and participating in leadership programs contributed to female and male college students' capacity for socially responsible leadership. It focused specifically on the individual values of the Social Change Model of Leadership Development.
This qualitative study examines student learning about leadership across three sections of a caps... more This qualitative study examines student learning about leadership across three sections of a capstone course in an undergraduate leadership minor. Qualitative methods were informed by exploratory case study analysis and phenomenology. Student-centered and inquiry-focused pedagogical approaches, including case-in-point, action inquiry, and problem-based learning, informed classroom teaching and the classroom environment. Engaged in pedagogy steeped in a balance of challenge and support, students gained an increased sense of self, clarity of
purpose and vocation, and integration of their leadership practices in and out of the classroom. Students’ understandings of the concept of leadership were also broadened; they recognized the importance of diverse perspectives and roles, began to understand leadership as systemic and interdependent, and emphasized
relationship building. Findings suggest three prominent experiences as contributing to students’ learning – reflection, feedback, and engaging in the group process. Implications for leadership education are discussed and areas for future research are identified.
This chapter examines humanistic ways of understanding learning; connects leadership learning to ... more This chapter examines humanistic ways of understanding learning; connects leadership learning to the concepts of personal competence, social competence, and caring; and introduces the model of emotionally intelligent leadership.
This qualitative exploratory study focuses on the leadership experiences of college men who held ... more This qualitative exploratory study focuses on the leadership experiences of college men who held leadership roles in campus organizations. The researchers examined the students' experiences of leading their organizations and group members and the students' perceptions of gender roles influencing their leadership practice. Four male participants at a medium-sized, religiously-affiliated university engaged in in-depth interviews and a focus group with the researchers, who used a blend of qualitative approaches to conduct the study and analyze the data. Key themes emerged around a balance between task and relationship-building; the distinction between power and influence; a desire to do better; understanding leadership as generative; and resisting the masculine/feminine leadership dichotomies. Implications are presented for professional practice and research.
Innovative and learner-centered approaches to teaching and learning are vital for the applied fie... more Innovative and learner-centered approaches to teaching and learning are vital for the applied field of leadership education, yet little research exists on such pedagogical approaches within the field. Using a phenomenological approach in analyzing 26 students’ reflective narratives, the authors explore students’ experiences of and process of learning within a student-centered and inquiry-focused leadership capstone course. The process of this transformative learning experience is represented in five themes, which include the following: (1) challenging mental models of learning, (2) building trust, (3) finding freedom and empowerment, (4) deepening commitment to learning, and (5) reframing learning and self. Additionally, the students’ approach to learning changed throughout the course, shifting from dependence/independence toward interdependence. Implications for the use of this pedagogy and areas for future research are discussed.
Think about the people and organizations that provide you with opportunities to grow (for example... more Think about the people and organizations that provide you with opportunities to grow (for example, friends, family, employers, mentors, coaches, supervisors, pastor, rabbi, alumni, current and former classmates). Identify the different networks and relationships in your life that can or will make a difference in who you become or what you do. Don't think too much about this. If a person's name or the name of an organization comes up, go with it. Write it down and draw a line to your circle.
Welcome the group and share that the focus of this session is developing relationships. Building ... more Welcome the group and share that the focus of this session is developing relationships. Building and developing relationships is a key component of emotionally intelligent leadership, as you need others to be working with you toward your shared goal. Offer a quick review of Appendix A: EIL Overview.
Abstract The purpose of this mixed-methods study was to examine how college students define the c... more Abstract The purpose of this mixed-methods study was to examine how college students define the concept of leadership and to identify gender, racial, and age differences within these definitions. Participants were 1100 undergraduate students drawn from a national sample. Participants were asked to detail their definitions of leadership, which were analyzed using thematic content analysis. The definitional themes served as dependent variables in determining differences by gender, race, and age.
Abstract This study explored the extent to which co-curricular involvement, holding formal leader... more Abstract This study explored the extent to which co-curricular involvement, holding formal leadership roles, and participating in leadership programs contributed to female and male college students' capacity for socially responsible leadership. It focused specifically on the individual values of the Social Change Model of Leadership Development.
This qualitative study examines student learning about leadership across three sections of a caps... more This qualitative study examines student learning about leadership across three sections of a capstone course in an undergraduate leadership minor. Qualitative methods were informed by exploratory case study analysis and phenomenology. Student-centered and inquiry-focused pedagogical approaches, including case-in-point, action inquiry, and problem-based learning, informed classroom teaching and the classroom environment. Engaged in pedagogy steeped in a balance of challenge and support, students gained an increased sense of self, clarity of
purpose and vocation, and integration of their leadership practices in and out of the classroom. Students’ understandings of the concept of leadership were also broadened; they recognized the importance of diverse perspectives and roles, began to understand leadership as systemic and interdependent, and emphasized
relationship building. Findings suggest three prominent experiences as contributing to students’ learning – reflection, feedback, and engaging in the group process. Implications for leadership education are discussed and areas for future research are identified.
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purpose and vocation, and integration of their leadership practices in and out of the classroom. Students’ understandings of the concept of leadership were also broadened; they recognized the importance of diverse perspectives and roles, began to understand leadership as systemic and interdependent, and emphasized
relationship building. Findings suggest three prominent experiences as contributing to students’ learning – reflection, feedback, and engaging in the group process. Implications for leadership education are discussed and areas for future research are identified.
purpose and vocation, and integration of their leadership practices in and out of the classroom. Students’ understandings of the concept of leadership were also broadened; they recognized the importance of diverse perspectives and roles, began to understand leadership as systemic and interdependent, and emphasized
relationship building. Findings suggest three prominent experiences as contributing to students’ learning – reflection, feedback, and engaging in the group process. Implications for leadership education are discussed and areas for future research are identified.