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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.

This paper aims to present the findings of a government-initiated project that sought to explore the possibility of incorporating cultural connections to land within the federal national accounting system using the United Nations Systems of Environmental-Economic Accounting (UN-SEEA) framework as a basis.

Adopting a critical dialogic approach and responding to the calls for critical accountants to engage with stakeholders, the authors worked with two Indigenous groups of Australia to develop a system of accounts that incorporates their cultural connections to “Country”. The two groups were clans from the Mungguy Country in the Kakadu region of Northern Territory and the Ewamian Aboriginal Corporation of Northern Queensland. Conducting two-day workshops on separate occasions with both groups, the authors attempted to meld the Indigenous worldviews with the worldviews embodied within national accounting systems and the UN-SEEA framework.

The models developed highlight significant differences between the ontological foundations of Indigenous and Western-worldviews and the authors reflect on the tensions created between these competing worldviews. The authors also offer pragmatic solutions that could be implemented by the Indigenous Traditional Owners and the government in terms of developing such an accounting system that incorporates connections to Country.

The paper contributes to providing a contemporary case study of engagement with Indigenous peoples in the co-development of a system of accounting for and by Indigenous peoples; it also contributes to the ongoing debate on bridging the divide between critique and praxis; and finally, the paper delves into an area that is largely unexplored within accounting research which is national accounting.

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.

International student enrollment has experienced dramatic increases on U.S. campuses. Using a national dataset, the study explores and compares international and domestic students’ incoming and post-training levels of motivation to lead, leadership self- efficacy, and leadership skill using inverse-probability weighting of propensity scores to explore differences between the two samples. Unweighted findings suggest that international and domestic students enter programs similarly across in many ways, and leave the immersion program with similar gains. However, a matched-sample comparison suggests that international students’ growth was statistically different in ethical leadership skills, affective- identity motivation to lead, and leadership self-efficacy. Discussion focuses on the benefits of leadership development to international students why campuses could build partnerships between units that serve international students and leadership educators to facilitate a more inclusive campus.

The purpose of this study was to understand the types of texts currently being used and recommended within the field of leadership education. Data triangulation methods were used to identify academic and popular texts for a content analysis. Themes emerged relating to context, writing style, method, and content.

As more institutions of higher education engage in the practice of leadership education, the effective assessment of these efforts lags behind due to a variety of factors. Without an intentional assessment plan, leadership educators are liable to make one or more of several common errors in assessing their programs and activities. This article reviews some of the most common errors in assessing leadership programs, including failing to consider what the authors describe as the Honeymoon, Horizon, Hollywood, Halo, and Hallmark effects (otherwise known as recency, response-shift, socially desirable, and respondent biases). Suggestions for minimizing these potential issues in assessment are also included along with suggestions for practitioners and areas for future related research.