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Research and Theory Features

Leading Critically: A Grounded Theory of Applied Critical Thinking in Leadership Studies
Daniel M. Jenkins and Amanda B. Cutchens

Jenkins and Cutchens present research on the development of a theory of applied critical thinking in leadership studies.  A qualitative analysis of students’ written assignments was conducted and 12 actions that leaders must take to lead critically emerged.

Testing Relationships Between Servant Leadership Dimensions and Leader Member Exchange (LMX)
John E. Barbuto and Robert W. Hayden
Barbuto and Hayden present research that tested the relationship between servant leadership dimensions and leader member exchange (LMX) quality.  Followers rated leaders on the servant leadership questionnaire and the LMX-7 and strong correlations were found.

The Social Change Model as Pedagogy: Examining Undergraduate Leadership Growth

Eric Buschlen and Robert Dvorek
The effect of a leadership course on students’ score on the Socially Responsible Leadership Scale (SRLS) was tested by Buschlen and Dvorak in a quasi-experimental design.  Students enrolled in an introductory leadership course increased their SRLS score a significant amount when compared to those in a control group.

An Exploratory Study of the Role of Task Dependence on Team Captains’ Leadership Development
Christian J. Grandzol
Grandzol presents an investigation of the role of task dependence on the leadership development of collegiate sports team captains using the Student Leadership Practices Inventory (SLPI).  Captains of both independent team sports and interdependent team sports developed leadership skills at a similar rate, thus development was not found to be task dependent.

Using Cluster Analysis to Segment Students Based on Self-Reported Emotionally Intelligent Leadership Behaviors
Tina M. Facca and Scott J. Allen
Facca and Allen present research analyzing student results from the Emotionally Intelligent Leadership for Sudents - Inventory via cluster analysis.  Three clusters for segmenting students were found: those that are ‘Less-involved, Less Others-oriented,’ ‘Self Improvers,’ and ‘Involved Leaders for Others.’

The Unique Leadership Needs of Minority Student Populations: Crafting a Leadership Identity

Kristen N. Baughman and Jacklyn Bruce
Through semi-structured interviews, Baughman and Bruce investigated how minority student leaders make meaning of their leadership experiences.  Multiple themes were found, including students’ strong personal motivation to participate in student leadership positions.

The Relationship of Hope and Strength’s Self-Efficacy to the Social Change Model of Leadership
Forrest C. Lane and Natasha H. Chapman
Lane and Chapman present research into the relationship between hope and strengths self-efficacy and the values of the Social Change Model of Leadership (SCM).  Significant correlation was found between both hope and strengths self-efficacy to the individual values of the SCM.

Shaping Influences on the Leadership of Genghis Khan, George Washington and Nelson Mandela: Applications for Educators
Jean-Pierre Bongila
A model for the stages of leadership development is proposed by Bongila.  Of particular focus is the influence of seven factors on the development of Genghis Khan, George Washington and Nelson Mandela, three leaders who brought about the unification of people into a nation/territory.

Servant-Leadership as Gender-Integrative Leadership: Paving a Path for More Gender-Integrative Organizations Through Leadership Education
Kae Reynolds
Reynolds proposes a theoretical framework that examines servant-leadership through the lens of gender.  Servant-leadership is suggested as a framework for studying leadership with a gender-integrative approach.

Idea and Application Briefs

A (Super) Heroic Vision of Leader Self
Genie Bingham Linn

Linn offers a creative way for students to help identify their vision of self through the selection of a hero from pop culture with whom they identify.  Hero selection helped students examine and revise their personal model of leadership.

 
 
© 2011 Association of Leadership Educators
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