Search results

Leading change oftentimes comes down to creating the conditions to shift the status quo of an organization, community, or nation. In the case of the pan-African movement, this is about a shift of the status quo continentally. We look back and learn how these changes took place, we study the impacts, the moves that allowed people to emerge differently, to lead effective change. The outcomes of leading this effective change often point to a shift in the status quo. That shift in how people organize and led change gets written in history books. In this scenario, we have the unique opportunity to examine these cases as emergent, hearing firsthand accounts of those individuals, people, organizations, and communities that are shaping the movements. This is that account of how leadership is conceptualized, redefined, and practiced by emerging actors across the continent today.

“Action without thought is empty; thought without action is blind” (Kwame Nkrumah). Nkrumah's sentiments describe a practice of leadership that is intentional and disrupts arbitrary borders and dividers to build a strong pan-African movement. Emerging actors today are leading change on the African continent by shaping a new vision and framework for African leadership. By understanding their stories, we deepen understanding of this framework.

In this chapter, we will share the stories of three individuals (chapter co-authors) who are exercising leadership at the intersections of grassroots organizing and political engagement, and in doing so, who are seeking to shift the status quo. Each practice-based account offers insight and firsthand accounting of how a rising generation is redefining leadership at local, regional, and transnational levels.

This study explored the experiences of college staff members engaged in advancing LGBTQ equity at a small fine arts college in the Midwestern United States. This qualitative case study advanced a conceptual framework for queer leadership in higher education. Findings illuminate how campus leaders engaged queer leadership strategies and LGBTQ advocacy to advance LGBTQ equity through college policy and practice. This study reveals rich implications for college administrators and higher education leaders advancing change for LGBTQ equity.

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.

Our understanding of leaders and the role they play in organizations and society is changing, which has important implications for leadership education. At the turn of the century, society began to move from a mechanistic understanding of leadership to a more ecological one. The latter, ecological approach to leadership is characterized by collective decision-making, collaboration, shared leadership, and grassroots organization. While leadership educators have acknowledged this shift, more case examples are needed to illuminate practical implications for leadership. This study of county 4-H associations uses an explanatory sequential mixed methods design to explore the relationship between three factors: (a) subjects’ levels of hierarchical and systemic thinking; (b) how their associations engage in leadership and organizational learning; and (c) programmatic success. While no direct relationship emerged between programmatic success and subjects’ levels of hierarchical and systemic thinking, mixed methods results revealed several distinctions between high and low scoring programs’ approaches to leadership. These distinctions support an ecological approach to leadership, which in turn impacts modern approaches to leadership education.