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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.