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Identity has emerged as a compelling force in understanding leadership. Situated within the identity approach to leadership, this study explored identity within the context of leadership for both assigned (i.e., positional) and emergent (i.e., nonpositional) student leaders. Findings from this study suggest that a distinct set of a leader’s identities is active in college student leadership and that personal identities are most salient to leaders. By making connections between identity and leadership, educators and practitioners may strengthen their understanding of how their curriculum and workshops may serve as identity workspaces for leaders.

This study sought to explore first-year college student perceptions related to when they first became aware of leadership and perceived influences on leadership. The study was rooted in the Leadership Identity Development Model (Komives, Owen, Longerbeam, Mainella, & Osteen, 2005). Five purposively selected individuals completing the first semester of a formal leadership program for first-year students participated in this study. Content analysis of qualitative interviews revealed two themes related to leadership awareness: pre-college and positional versus non-positional roles; four themes related to perceived leadership influences: external role models, internal beliefs, previous experience, and types of leadership/leadership philosophy. This research supports the importance of both internal and external factors in developing an understanding of what leadership is by first-year college students.

This study used qualitative research procedures to evaluate the learning impact of a long term (3 ½ years) leadership education program on participants’ cognitive models of leadership. Situated learning theory (Lave & Wenger, 1991) and communities of practice principles (Wenger, McDermott, & Snyder, 2002) were used to develop research questions, frame the analysis, and interpret the findings. Participants were drawn from a long established collegiate student organization that has as its objective the development of the leadership capabilities of its members. As members, these students have experienced a military academy type life style while also pursuing their undergraduate studies within a large university setting. Researchers content analyzed 200 to 300 word leadership essays written by 50 student-cadets to determine their cognitive models of leadership. Three models were identified. Leading through relationships was the most frequently discussed in participants’ essays (80%), followed by leading by example (70%), and finally leading by influence (5%). Implications for findings for both practice and research are discussed.

Experiential learning and reflective writing are important components of college instructors’ repertoires. Learning is not complete without proper reflection. The purpose of this study was to examine undergraduate students’ perceptions of learning in a leadership course that emphasized experiential learning methods. The respondents included the students enrolled in a Professional Leadership Development course. Students were asked to keep a reflective journal and to prepare a reflective paper at course completion. Using content analysis of the students’ reflections, it was determined that the students benefited from receiving instruction associated with experiential learning. They recognized each of the teaching strategies associated with the four stages of the Experiential Learning Cycle and the importance of each in maximizing learning. Incorporation of teaching strategies associated with experiential learning within the collegiate leadership classroom did enhance student learning, whereby allowing students to approach learning in a deep manner.

This research paper aims to explore the impact artisan cooperatives have upon women employed in Sub-Saharan Africa. Impacts were detailed using the theoretical framework of social capital theory to demonstrate the networks within artisan cooperatives that connect to greater opportunities for social and economic benefits.

A phenomenological approach was used for this study based upon the shared experiences of women who were leading artisan cooperatives in Sub-Saharan Africa. This study included semi-structured interviews over Zoom with Chief Entrepreneur Founders of artisan cooperatives located in Sub-Saharan Africa. Documents from the cooperatives were analyzed to triangulate the cooperatives’ current projects and efforts.

Three prevalent themes emerged: (1) key partnerships, (2) benefits of the cooperative and (3) change and growth among the women and communities. Empowerment was felt through both economic and social impacts upon the women.

This article captures the perspective of the Chief Entrepreneur Founders and their observations and experiences the women shared with them. Emic perspectives from the women who participate in the artisan cooperatives is the focus of future research.

These social enterprises serve as exemplary models for other cooperatives to provide dignified and sustainable work to impact the lives of women serving in these communities.

This study contributes research on social entrepreneurship within artisan cooperatives. It provides a baseline for further research on the artisan sector specifically for the sustainable development goals of gender equality, decent work and economic growth.

The purpose of this qualitative study was to evaluate if the environment of the State 4-H Council fosters transfer of training to life after the 4-H program. Purposive sampling identified former members of a State 4-H Council. The research methods included semi-structured and unstructured interviews. Major findings of the study noted that most areas of the council environment encourage the transfer of training, however, some facets of the council environment need improvement to promote training transfer. Recommendations include conducting a needs assessment of all incoming State 4-H Council members, developing an experiential training method, implementing training on working with different personality types, improving communication among the group, and continuing to reward council members for using the skills they gain while on the council.

This study investigates the perceptions of leadership of African American undergraduate males who attend a predominately-White institution in the Southwest after participation in a leadership development program. Research concerning African American undergraduate males in education has been from a deficit-orientated narrative and focused primarily on academic achievement or lack of involvement, with little attention paid to African American males performing leadership. As society continues to focus on graduation and college attendance by African American males, it is important to explore African American undergraduate male leadership as a viable method to engage and influence graduation and attendance. This study examines the way in which African American undergraduate males make meaning and define leadership. Results indicated that African American undergraduate males defined leadership as either leader behaviors or specific characteristics that leaders possess. The study indicates a need for leadership educators and student affairs professionals to develop and implement a common language concerning leadership with student leader

The Maroon & White Leadership Program at Texas A&M University is a formal leadership program that involves students completing eight leadership experiences including leadership education, training, and development dimensions. Students also reflect on each leadership experience and meet with a leadership coach to synthesize the experience. In our content analysis of 134 reflections from 17 students, we found that students articulate learning in the developing self area of the leadership identity development model including deepening self- awareness, building self-confidence, establishing interpersonal efficacy, and expanding motivations. Applying new skills was not as evident from the reflections. Students also demonstrated a broadening view of leadership in moving to thinking of leadership as a process and not just a position.

According to a survey of professionals in agricultural education, The Journal of Leadership Education (JOLE) is a new and primary outlet of leadership education research and professional scholarship. The purpose of this study was to assess five years of JOLE’s primary and secondary research theme areas, frequent primary and secondary research themes by year, prolific authorship, and research methods and types using a mixed-methods design. A compilation of the research results is reported. Research themes appear cyclic and add little to improving an apparent lack of research continuity. Research must continue to determine cycle depth and the influence on research in leadership education as an integrated specialization area of agricultural education. This research may be used comparatively with the National Research Agenda to determine where future research should be focused.