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A connection between servant leadership and constructive developmental theory is proposed. A theoretical framework is offered that examines the subject and 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. The framework also proposes a threshold on the ability to adopt servant leadership. This understanding suggests that leadership educators who wish to promote servant leadership should first focus their energies on helping younger students reach the developmental stage required for servant leadership.

Leadership has been deeply studied in the literature; however, little research exists studying the role of volunteer peer leaders in non-formalized leadership roles in membership-based organizations. This phenomenological study was designed to explore the experience of beef industry leaders in leadership roles. Twelve active beef industry volunteer leaders were interviewed and described their experience as leaders. Industry leadership was defined from study themes as a role fulfilled by someone who is willing to serve their industry, with the best of the industry in mind and taking on the responsibility and challenges that come along with making decisions to serve and speak for their peers with integrity. Seven themes identified the central phenomenon and seven traits of beef industry leaders were identified. This study offers significance to the field of leadership; to the beef industry; and to agricultural organizations that may guide developing future leaders.

The changing landscape that leaders face demands an evolution of leadership development that not only builds skills but also grows a leader’s capacity to effectively respond to and manage an ambiguous, uncertain and changing future. Based on adult development theory, we explore the nuanced difference of leadership development through two distinct, but equally useful lenses: horizontal and vertical leadership development. We examined the state of leadership development practice across fifteen large organizations and present differences in how six common leadership development practices including assessments, individual development plans, expert knowledge sharing, mentorship, coaching, and experiential opportunities were used in a more traditional skill-building way, and how principles of vertical development were incorporated. We conclude with specific practical approaches to modify traditional practices to meet emerging needs.

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.

This study aims to propose a conceptual framework based on organisational and environmental indicators of business-to-business sellers’ sales performance in services firms.

A descriptive research design was applied and data was gathered from 389 respondents across industries and different-sized services firms in Norway using a self-administered questionnaire.

Results show that the proposed six-dimensional framework of organisational and environmental indicators can be applied to manage seller–customer relationships in a business-to-business environment.

A six-dimensional framework of organisational and environmental indicators is tested successfully in services firms.

Increasingly, services firms will need to work closely with business-to-business sellers to proactively adapt to market changes through a co-creation approach to build long-term seller–customer relationships.

To the best of the authors’ knowledge, no previous study has focused on relationship marketing in business-to-business relationships that proposes a conceptual framework based on organisational and environmental indicators of business-to-business sellers’ sales performance in services firms.

The purpose of our research was to use Day, Harrison, and Halpin’s, (2009) theory of leadership development as a premise to investigate how students’ constructive development is related to their leader identity development and understanding of leadership. Baxter Magolda’s Model of Epistemological Reflection (MER, 1988, 2001) was used to understand constructive development, Komives, Owen, Longerbeam, Mainella, & Osteen’s Leadership Identity Development (2005) to determine leader identity, and Drath’s principles of leadership (2001) to determine understanding of leadership. Fifty junior and senior college student leaders filled out the MER and participated in an interview about their leadership experiences. Interviews were coded according to the above constructs of leader identity development and leadership understanding. Although there was a relationship between leader identity development and understanding of leadership, no relationship was found between these two constructs and constructive development. Findings suggest that most of the student leaders still depend on others to help them construct reality. Furthermore, many believe that because they are in a leadership role, they are leaders while others are not.

The leadership identity development (LID) grounded theory (Komives, Owen, Longerbeam, Mainella, & Osteen, 2005) and related LID model (Komives, Longerbeam, Owen, Mainella, & Osteen, 2006) present a framework for understanding how individual college students develop the social identity of being collaborative, relational leaders interdependently engaging in leadership as a group process (Komives, Lucas, & McMahon, 1998, 2007). Challenges to applying and measuring this stage based developmental theory are discussed and recommendations are included.

Co-curricular engagement in postsecondary education provides students with a breadth of opportunity for leadership-focused developmental experiences. However, few studies have qualitatively examined in detail how alumni describe years later how formal co-curricular involvement contributes to their development. Such lack of attention has resulted in what we describe as a “hidden leadership curriculum” embedded in co-curricular engagement. To address this gap in the literature, we explored the leadership experiences of 25 recent alumni who were engaged within various co-curricular organizations, and the leadership lessons relevant to their professional success that they report learning as a direct result of their involvement. Findings from this study reveal how the inherent organizational challenges embedded within co-curricular engagements lead students to develop a more interdependent, relational conception of effective leadership behaviors. These conceptualizations place value on collective group engagement and decision-making, and help students recognize group needs over individual desires. In addition, many participants reported acquiring the value of generativity – building a leadership pipeline - within their respective co-curricular organizations. We discuss practical implications, such as the central role of challenging experiences within the co-curriculum, and suggest future research recommendations.

Research has shown the value in both Student Affairs and Academic Affairs approaches to student leadership education and development, yet many curricular and co-curricular programs continue to operate independently. Institutions that offer both curricular and co-curricular leadership programs are uniquely positioned to leverage the expertise from each university division for the shared goal of providing students with active, experiential learning opportunities in leadership. In this application paper, partnerships that crossed institutional boundaries between Student Affairs, Enrollment Management, and an Academic Affairs organizational leadership undergraduate Bachelor of Arts degree program are discussed. By bridging these institutional divisions, shared expertise was leveraged, student learning outcomes were enriched, and program exposure was increased through experiential learning and relational leadership.