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This study examined the differences between a multi-campus sample of university students who reported consistent participation in formal leadership development programs (n=414) and a comparison sample (n=153) with no prior experience across three diverse post- secondary institutions in the United States. Both samples were matched with regard to gender and racial identity, prior self-reported high school leadership training experience, and self- reported possession of formal leadership positions in co-curricular student organizations. Results suggest that students who report past consistent participation in postsecondary leadership training report levels of leadership capacity no different than those with no training. In addition, like their peers they also possess a cognitive model of leadership capacity that fails to differentiate leader self-efficacy, motivation to lead, and leadership skill.

Emotionally intelligent leadership (EIL) theory combines relevant models, theories, and research in the areas of emotional intelligence (EI) and leadership. With an intentional focus on context, self and others, emotionally intelligent leaders facilitate the attainment of desired outcomes. The 21 capacities described by the theory equip individuals with the knowledge, skills, abilities, and other characteristics to achieve desired results. The purpose of this article is to propose an integrative, process-oriented EIL theory to provide a framework for conceptualizing and integrating future research and practice. The authors review and organize research and theory in emotional intelligence and leadership within the context of higher education, introduce the EIL model, and provide suggestions for future research. The article concludes with practical implications for leadership development in the context of higher education.

In response, the purpose of this paper is to provide theoretical frameworks about the organizational uncertainty behind what and when to adopt blockchain technology and their implications on transaction costs. The immature nature and the absence of standards in blockchain technology lead to uncertainty in government organizations concerning the adoption (“what to adopt”) and the identification of the right time (“when to start”).

Using transaction cost theory and path dependency theory, this paper proposes two frameworks: to assess transaction cost risks and opportunities costs; and to depict four different types of transaction costs outcomes regarding blockchain adoption.

This paper identifies various theoretical concepts that influence blockchain adoption and combine the two critical constructs of “bounded rationality” and the “lock-in effect” to categorize the multiple transaction costs outcomes for blockchain adoption.

Although existing research in blockchain highlights mainly the potential benefits of blockchain applications, only a little attention has been given to frameworks that categorize potential transaction costs outcomes under uncertainty, in particular from organizational theorists.

Both frameworks advance the understanding of the decision-making behind blockchain adoption and synthesize the current literature to offer conceptual clarity regarding the varied implications and outcomes linked to the uncertainty regarding transactions costs stemming from blockchain technology.

This study followed 134 university students within a national sample for one or two years, from their initial participation in a LeaderShape Institute session. We examined the shape of their trajectories of leadership growth over this course of time, with particular focus on development long after the session had ended. We also investigated the degree to which additional formal leadership development opportunities statistically predicted leadership development. Results indicated a typical non-linear shape to development and suggested that most formal experiences, as a whole, possess little association with leadership growth when controlling for other experiences associated with leadership development in students.

Numerous difficulties exist in employing psychometrically sound quantitative measures of leadership development that are both generalizable and brief. Here, we highlight our efforts in creating the Ready, Willing, and Able Leader (RWAL) Scale. This instrument of leadership capacity: (a) has been psychometrically validated for use with college student populations; (b) includes measures of leadership capacity that are known to be essential to effective leadership practice (leader self-efficacy, motivation, and skill); (c) is broad enough for use across diverse educational and developmental contexts; and (d) is brief and concise.

We provide a brief description of a leadership-oriented short-term (nine days) study abroad program offered in May 2012. The program centered in Rome, Italy, combined classroom curricula with field experiences in the city as well as in Bologna and Florence. Initial quantitative and qualitative assessment suggested the program helped student development both in their leadership practices as well as their personal development.

New educators may feel overwhelmed by the options available for engaging students through classroom participation. However, it may be helpful to recognize that participatory pedagogical systems often have constructivist roots. Adopting a constructivist perspective, our paper considers three meta-practices that encourage student participation: designing activities, leading others, and assessing peers. We explored the consequences of these meta-practices for important student outcomes, including content knowledge, engagement, self-efficacy, sense of community, and self-awareness. We found that different meta-practices were associated with different combinations of outcomes. This discovery demonstrates the benefit of studying meta- practices so as to reveal the nuanced effects that may arise from pedagogical choices. In addition, an understanding of meta-practices can help leadership educators to be more discerning and intentional in their course designs.

Leadership development goal statements of 92 undergraduate students enrolled in a multi-year self-directed leadership development program were analyzed using content and thematic analyses to investigate patterns of similarities and differences across gender and race. This qualitative analysis utilized a theoretical framework that approached leadership typed traits, skills, or behaviors (Northouse, 2009). Significant differences emerged by gender; women were more interested in developing leadership-oriented traits while men displayed more interest in developing specific skills. No differences emerged across racial groups.

The purpose of this paper is to investigate the role of third-party logistics providers (TPLs) in providing innovative logistics solutions for Brazilian importations.

A multiple case study has been conducted in which four logistics service providers are interviewed on the topic of innovation in importation logistics. The collected data (interviews, brochures and presentations) were triangulated and analyzed.

The collected data highlight the integrating role of TPLs in providing innovative logistics solutions of the technological nature, in addition to drivers, which involve communication, trust, logistics and institutional actions.

This study, instead of focusing on procedural issues, intended to focus on two important theoretical and practical drivers: innovation in the importation process and strengthening of intangible factors. It is known that trading conditions and geographical proximity have an impact in importation, but they have not been discussed here because of the subject delimitation of the present study. Regarding the implications of the present study, no specific theoretical reference has been found on the subject in terms of the importation process but is rather related to information technology, which is then presented.

This study focuses on the fundamental role of TPLs in the development of innovative logistics solutions in importation.

The fundamental role of TPLs in the development of innovative logistics solutions in importation is based on trust and relationship, internal and external to the organization.

This study, instead of focusing on procedural issues, intends to focus on two important theoretical and practical drivers – innovation in the importation process and strengthening of intangible factors – suggesting that a change of mind-set and a differentiated background in importation logistics are developed by TPLs.

This study examined the incoming leadership-oriented differences between students (N=166) enrolled in either an elective leadership studies course (n=50) or an elective team-based engineering projects course (n=116) to determine significant predictors of transformational leadership behavior. Participants completed measures of leadership-oriented behaviors, self-efficacy, and motivation. Students enrolled in the leadership studies course scored higher on measures of both transformational and transactional leadership behaviors, as well as motivation to lead based on affective identity and social-normative motivation. For students in the leadership course, the only significant predictor of transformational leadership was leadership-self-efficacy score. For students interested in team-based projects, the significant predictors included affective-identity and social-normative motivation to lead, as well as leadership self-efficacy. While women displayed higher motivation to lead across all motivation categories, neither race nor gender emerged as a significant predictor of leadership behaviors. These findings suggest the importance of self-efficacy in predicting behavior and the need to attend to students’ internal and external motivations in creating pathways to leadership practices.