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This study used the Delphi technique with 31 seasoned leadership educators who, over the course of two rounds, were tasked to categorize the level of complexity of 60 leadership competencies. What resulted was a five-tier taxonomy based on the level of complexity of each of the 60 competencies assessed. The taxonomy also includes four categorical clusters of similar competencies and three domain levels of instructional design. A description of the Delphi technique, results of the study, the taxonomy model, and methods for employing the model are described.

The Student Leadership Competencies Inventory consists of eight scales, each corresponding to its relevant leadership construct within the Student Leadership Competencies framework (Seemiller, 2013). Due to the increasing use of the framework and associated inventory in leadership development programs in higher education, we conducted a thorough analysis of the psychometric properties within each scale. Specifically, using a national dataset of university student responses, we analyzed internal reliability statistics, and conducted exploratory factor analysis with varimax rotation and maximum likelihood confirmatory factor analysis for each of the eight scales. Our results suggested that all scales, overall, possess sufficient strength to be considered valid measures of the leadership constructs within the Inventory, with some notably high co-variances between certain sub-scale factors in several scales.

In conducting a multi-disciplinary, multi-degree study of all 83 higher education accrediting organizations in the United States and the 605 academic programs associated with them, our goal was to uncover patterns in the presence of leadership and general workforce competencies identified within the stated learning outcomes employed by these accrediting organizations. Our findings suggest strong variability across categories of leadership competence related to workforce competencies, where skills related to reasoning and communication were emphasized much more heavily than others such as intrapersonal development. These findings emerged across all postsecondary degree levels, from pre-baccalaureate to graduate programs, raising important questions for the leadership development of post-secondary students. Keywords: outcomes assessment, student leadership, professional development, leadership education, workforce development, competencies.

While colleges and universities often make the case that preparing students for future career success is critical, studies that examine the empirical support for the assertion curiously lag behind the advanced rhetoric. This paper will showcase research findings based on an analysis of 36,327 learning outcomes addressed within all 83 higher education accrediting organizations in the United States, representing 605 distinct postsecondary academic programs. Our goal was to uncover any patterns of emphasis in particular workforce and leadership competencies embedded within those learning outcomes and examine the extent to which those competencies are represented similarly across postsecondary degree levels.

There is a great deal of literature on leadership education best-practices (e.g., curricular considerations, teaching strategies, assessment of learning). Yet, to be a leadership educator is more than having knowledge or expertise of content and pedagogy. Perceptions, experiences, and values of leadership educators comprise a professional identity that is reflective of not only what leadership educators do, but also who they are and how they view themselves within the profession. This qualitative study builds on Seemiller and Priest’s (2015) Leadership Educator Professional Identity Development (LEPID) conceptual model by analyzing stories from participants of a professional leadership educator development experience. Leadership educators’ identity development reflected a consistent and linear progression through the identity spaces outlined in the LEPID model, and further can be viewed through three distinct dimensional lenses (experiential, cognitive, and emotional experiences). Additionally, leadership educator identities were shaped by a particular set of ongoing influences and critical incidents; the most prevalent incident was related to feelings of inadequacy in leadership expertise and competence. Findings from this study can inform educational programs and professional associations in efforts to train and develop leadership educators.

In an effort to better understand leadership educator preparation, this qualitative study explores leadership educators’ identity constructions, or (re)presentations of experiences, beliefs, and practices that contribute to one’s professional identity. We used three narrative approaches (storytelling, symbolic interactionism, and anticipatory reflection) to capture short stories of leadership educators’ lived experiences and life perspectives. Analysis of these narratives illustrate the kinds of past experiences that led to shifts in thinking or practice. Leadership education was seen as a process of leadership development, with teachers and students both exercising leadership. And participants’ reflection on their intentions for future practice emphasize learning that is both personal (relational) and procedural (developing knowledge and skills). Findings offer insight into recommendations for intentional professional development experiences and future research.

Whether they are in a leadership program, participate in an organization, or engage in school-based extra-curricular activities, there does not appear to be a shortage of leadership development opportunities for youth. Despite the prominence of these experiences, the lack of youth leadership development models available for educators can pose a challenge in creating opportunities intentionally designed to enhance leadership learning and development. This study uncovers prevalent leadership competencies embedded in four professional preparation frameworks, three research studies, and objectives of four large national youth leadership organizations to create a holistic youth leadership competency development model.

A great deal of literature exists for leadership educators related to programs design, delivery, and student learning. However, little is known about leadership educators, who have largely been left out of contemporary leadership education research. We looked to teaching and teacher education literature to derive a model for leadership educator professional identity development. The four spaces of identity development are exploration, experimentation, validation, and confirmation. We propose that an individual can move forward and backwards through the model as a result of both ongoing influences and positive or negative critical incidents. We discuss implications for professional development and future research.

Astin and Astin (2000), W.K. Kellogg Foundation, note “leadership occurs when people become concerned about something and work to engage others in bringing about positive change” (p. 23). At the University of Arizona we have taken that philosophy and integrated it into every component of our course to help students learn about and engage in the social change process. In addition to course curriculum, readings, and classroom activities that expose students to the social change process, students are asked to complete a semester-long team Social Change Project using the social change process dealing with a social issue facing an underrepresented or oppressed group. This project challenges students to recognize the role of leadership in creating social change, giving students a context within which they can apply leadership concepts learned. It has made a lasting impact that some students note as being their most meaningful experience in college.

The world is a volatile, uncertain, complex, and ambiguous (VUCA) environment (Carvan, 2015) that calls for leaders who can effectively navigate the complexity of leadership today. Students of leadership studies must not only learn leadership information content, but also be able to effectively implement the content and process, requiring deep approaches to their learning (Petrie, 2014). This quantitative research study used the ASSIST Inventory to measure approaches to learning (surface, deep, or strategic) for students enrolled in an Organizational Leadership undergraduate program. Students showed a preference for deeper approaches, though, many continue to use surface approaches, which may lead to shallow understandings and the inability to put content into practice. Specific strategies are provided for instructors to help students move toward deeper approaches.

This chapter explores Generation Z's perceptions of learning. Learning can be viewed from three distinct lenses: effectiveness, enjoyment, and engagement of various modalities. Modalities include demonstrated (watch in person), video-based (watch online), intrapersonal (independent), interpersonal (in collaboration with others), social (among others but not working together), and experiential (doing). Effectiveness involves the extent that a certain modality is effective for learning. Enjoyment is reflective of preference and satisfaction with different modalities. Finally, engagement is the actual utilization of specific modalities.