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Students enrolled in a Corps of Cadets program at Texas A&M University [N = 336] were surveyed to examine their leadership mindsets and whether their participation in a formal academic leadership program simultaneously influenced their hierarchical and systemic-thinking preferences. No significant differences were found between students involved in the Corpsof Cadets program only and those enrolled in a formal academic leadership program. Significant differences did exist for gender and classification of students; women scored higher in systemic- thinking and juniors and seniors not enrolled in a formal academic leadership program scored lower in hierarchical-thinking than freshman and sophomore not enrolled in a formal academic leadership program. Students within the formal academic leadership programs have lower hierarchical scores and higher systemic scores than those who are not in a formal academic leadership program.

Using interview data from cadets (program participants) in the Reserve Officers’ Training Corp (ROTC), I examined the beliefs cadets have about obedience. I scrutinize their ideas about followership and leadership, adding to the discussion on romance of and ethical followership and demonstrating how many cadets fall somewhere in the middle with their beliefs about the role of their leaders and whether they should question, obey, and/ or disobey unethical or illegal orders.

This paper examines the changes suggested by maritime stakeholders to achieve gender equality in seafaring, a male-dominated profession.

Adopting a four-stage career cycle framework, this paper analyzes changes proposed by 423 industry stakeholders to promote gender equality in seafaring. These proposed changes were posted on the Day of Seafarers 2019 virtual wall set up by the International Maritime Organization, which served as a forum for industry stakeholders from all over the world to voice their opinions and suggestions.

The data analysis shows that the suggested changes reflect many challenges and barriers women seafarers face. While stakeholders from Organisation for Economic Co-operation and Development (OECD) countries are more likely to call for changes to remove barriers in the retention and development stage, gender equality in seafaring in non-OECD countries is still seriously hindered by barriers in the recruitment stage. The paper also reveals that comparatively male stakeholders are less likely to appreciate the problems women seafarers face.

This paper takes a comparative approach, comparing the changes proposed by seafarers and other industry stakeholders from different parts of the world. This approach provides a nuanced understanding of issues related to gender equality in seafaring by showing that stakeholders from different backgrounds have different priorities.

The purpose of this paper is to review the development of registered seafarers working onboard Hong Kong ships.

Data obtained from the Marine Department showing the number of registered seafarers from 1960 to 2015.

The registered seafarers can be observed in three different stages, namely, the peak stage from 1960 to 1982, the declining stage from 1983 to 1996 and the reforming stage from 1997 to 2015.

Very few papers can be found in Hong Kong to review the development of registered seafarers from 1960 to 2015.

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.

The number of leadership education and development programs has increased substantially over the past few decades. However, deliberate assessment strategies aimed at understanding actual student development have not kept pace. The primary reason for this limitation likely involves the challenges that are associated with this type of assessment. When examining leadership one is not only interested in the mere acquisition and retention of knowledge, but the actual application and practice of such knowledge. There are a host of challenges that stand in the way of such assessment. In the present paper we call attention to several of these challenges in an effort to understand what effective leader education assessment could look like. Additionally, we offer two examples of how intentional assessment strategies can be implemented to evaluate the effectiveness of leader education and development.

This paper examines the core academic leader development course at the United States Air Force Academy. The course serves as the foundation for individual leader development that is integrated across all four years of the student’s education. The basic approach uses a self-study where the student selects a current leadership role and that role serves as a common frame of reference for the entire course. Assessment strategies such as self-study, journaling, leadership application exercises are intentionally developed to integrate the classroom education into their leadership role. Through this integration the student is able to apply the leadership education real time as they have a current, relevant context in which to apply the material. Initial response to the course has been positive from both the students and the faculty. Future data collection is planned to determine the actual impact of the experience on relevant leadership outcomes.

The aims of this study were to evaluate fitness levels in a cohort of police trainees and compare these results to other police trainees and the general population.

Retrospective data for 274 male and 152 female police trainees were supplied. Measures included height, body mass and physical appraisal test (PAT; 2.4 km run, vertical jump, push-ups and grip strength) results, assessed twice, prior to commencement of training, separated by several months. Wilcoxon signed rank tests were used to analyze non-parametric initial and final PAT scores and Mann–Whiney U tests were used to determine variance between groups.

Male trainees were significantly quicker in the run (−12%, p < 0.001), completed more push-ups (+74%, p < 0.001) with greater grip strength (+52% left and +50% right, p < 0.001) when compared to female trainees. Following the second PAT assessment, the significant differences between male and female trainees remained (p < 0.001). Only female trainee 2.4 km run times improved significantly between initial and final PAT (−4%, p = 0.002).

When compared to the general population from which they were drawn and to other law enforcement trainees, the police trainees in this study were quicker, more powerful and stronger. While there was no loss of fitness between initial and final PAT performance, a conditioning program, spanning the periods between initial and final PAT may be of benefit to increase fitness prior to training commencement especially for female trainees who were generally less fit than, yet must complete the same training as, male trainees.

It can be difficult for students to digest and learn complex theories of organizational culture and change without being able apply the steps to a real or imagined scenario. Oftentimes, they lack experience and can’t imagine the components of each phase or step without a practical example. This article discusses the theoretical background of leading positive organizational change and then uses a case study to help students apply their knowledge. It highlights the fictional leadership dilemma of a young Army officer, First Lieutenant Jordan Baker, upon arrival to her new duty location. Instructors can use the case to teach the 4-Phase Leading Change Framework which incorporates Kotter’s eight-step model to enact positive change. The purpose of this case is to give instructors a framework to teach students in a stepwise fashion, making concepts easier for students to visualize.