JOLE Volume 9, Issue 2, Summer 2010
From the Editor's Clipboard
Joseph J. Thomas
Thomas comments on curriculum gaps when educating leaders who are involved in a highly technical curriculum. He proposes that in a setting where the curriculum is highly technical, special attention must be paid to the students’ interpersonal communication skills.
John E. Barbuto, Jr. & Gregory T. Gifford
Barbuto and Gifford investigated five servant leadership characteristics by male and female servant leaders. The findings contradict many studies on gender roles in leadership.
Lori L. Moore, Dustin K. Grabsch & Craig Rotter
Moore, Grabsch, and Rotter examined a voluntary residential leadership learning community to discover how achievement motivation theory influenced the students to join these communities. The researchers found that only two out of the three needs were common motives for the students.
Jessica Anderson, Jacklyn Bruce & Lauren Mouton
Anderson, Bruce, and Mouton qualitatively examined this as well as the impact of 4-H experiences on college-level 4-H alumni’s leadership life skill development.
Creating Meaningful Environments for Leadership Education
Kathy L. Guthrie & Sara Thompson
Guthrie and Thompson describe student experiences when institutions create environments that incorporate theory, practice, and reflection of leadership education. The authors discovered that a partnership between Student Affairs and Academic Affairs can provide a learning environment where students experience high quality leadership experiences.
Rose’s research dealt with the sense of empowerment that 4-H volunteers feel in relation to the perceived leadership styles of their 4-H Youth Development Educators. The study’s results showed a connection between empowerment of volunteers and transformational leadership.
Moore investigated the use of cooperative exams in an introductory leadership class. The use of these exams led to advantages and disadvantages from the students’ perspective, but overall, the students enjoyed the cooperative exams and think that they should continue to be used.
Jennifer Williams & Megan McClure
Williams and McClure examined the impact of three different teaching methodologies. Findings show that lecture is an inferior method of teaching leadership and that public pedagogy has efficient and consistent results.
Natalie Coers, Jennifer Williams & Dennis Duncan
Coers, Williams, and Duncan examined the impact of Tuckman and Jensen’s group development process on students’ attitudes towards group work. A positive impact leads the authors to recommend that leadership educators continue using and teaching this process in the classroom and helping students see how the skill transfers to roles outside of the classroom.
Laura M. Oliver & Kae Reynolds
Oliver and Reynolds discover a religiously neutral example of how worldly media can be used to teach ten basic principles of servant leadership. These ten principles can be seen in Merlin, and students can observe these principles as qualities that are still desired today.
Deborah N. Smith & Deborah B. Roebuck
Smith and Roebuck describe the impacts of an assignment where students interview a leader in order to apply leadership theories, and to understand the complexities of being a leader. Using a constructivist approach, this assignment has been successful in helping students connect leadership theory to practice.
Barry Boyd & Jennifer Williams
Boyd and Williams reported on an assignment that is required in a personal leadership development course. The assignment allows students to apply course content while developing the habit of life-long learning.
Phipps proposes a theoretical framework that examines the subject/object relationship for servant leaders at progressive stages of meaning making, showing how the way leaders make meaning of service evolves with their constructive development.