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Our study was designed to investigate the longitudinal trajectories of student leader development capacities in a sample of students enrolled in multiple leadership-focused courses across several semesters. Our goal was to assess the degree to which course enrollment was associated with growth over the time that students engage as undergraduates in academic leadership programs, and if so, to assess the shape and speed of capacity change.

We utilized a multilevel intra-individual modeling approach assessing students’ motivation to lead, leader self-efficacy, and leadership skills across multiple data collection points for students in a campus major or minor focused on leadership studies. We compared an unconditional model, a fixed effect model, a random intercept model, a random slope model, and a random slope and intercept model to determine the shape of score trajectories. Our approach was not to collect traditional pre-test and post-test data – choosing to collect data only at the beginning of each semester – to reduce time cues typically inherent within pre-test and post-test collections.

Our results strongly suggested that individual students differ greatly in the degree to which they report the capacity to lead when initially enrolling in their first class. Surprisingly, the various models were unable to predict a pattern of longitudinal leader development through repeated course enrollment in our sample.

Our investigation employed statistical methods that are not often utilized in leadership education quantitative research, and also included a data collection effort designed to avoid a linear pre-test/post-test score comparison.

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.

Our study aims to understand what is known about happiness at work (HAW) in terms of publication, citations, dimensions and characteristics, as well as how knowledge about HAW is generated regarding theoretical frameworks, context and methods. Additionally, it explores future directions for HAW research.

This paper conducts a systematic literature review of 56 empirical articles published between 2000 and 2022 to comprehensively explore HAW. It examines publication trends, citation patterns, dimensions, characteristics, theoretical frameworks, contextual factors and research methodologies employed in HAW studies.

Our findings suggest that while HAW research has gained momentum, there is still a need for exploration, particularly in developing countries. Various theoretical frameworks such as the job demand-resources model, social exchange theory and broaden-and-build theory are identified, with suggestions for the adoption of less popular theories like the positive emotion, engagement, relationships, meaning and accomplishment (PERMA) model and flow theory for future investigations. The review contributes to workplace happiness literature by offering a comprehensive analysis spanning two decades and provides valuable insights for guiding future research toward exploring factors influencing employee well-being.

Our article offers a structured analysis of HAW literature, emphasizing the necessity for more extensive research, especially in developing nations. It provides valuable insights into the theories and dimensions associated with HAW, guiding future research and assisting organizations in formulating strategies to enhance employee happiness and overall well-being.

The purpose of this paper is to analyze if the sport trajectory could be an impact factor in leadership development.

A qualitative research method has been adopted by conducting 17 in-depth, semi-structured interviews. The data were analyzed with the program Open Code (4.03).

The findings of this study revealed that the interviewed managers perceived that their sport trajectory has had an important influence in the development of their leadership. This influence is determined by four factors: (1) sport profile, (2) sport referents, (3) competences, values and abilities and (4) experiences from different sport roles played during their lifespan.

The research is based on interviews with a small sample of managers. In order to develop the research further, a more extensive sample is required.

The paper is unique as it examines the impact of the sport trajectory as an impact factor in leadership development.

This study analyzed three years of data from the Collegiate Leadership Competition to investigate potential differences in longitudinal leader self-efficacy growth between students who identify as men and those who identify as women.

Survey design.

Results indicate that women participants enter their competition experience at higher levels of leader self-efficacy than men and that both groups were able to sustain moderate levels of growth measured several months after the end of the competition.

The gap between men and women in their leader self-efficacy did not change over the several months of measurement. Implications for leadership educators are discussed.

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.

The purpose of this quantitative research was to determine if there are differences in scores on the Connor- Davidson Resilience Scale among undergraduate students involved in honors leadership programs at a four- year university. The study was an analysis of students’ reported resilience scores in relation to the number of leadership activities in which they participated to examine the potential impact of leadership practices on resilience levels of the students. Results of the dependent variables were the total resilience score, and the five factors of resilience: persistence and tenacity; emotional and cognitive control; adaptability and ability to bounce back; control; and spiritual influences. Independent variables were the number of leadership programs completed, age, gender, and class status. The level of significance used for the statistical test was .05. There was no significant difference in the total resilience scores among the three activity groups. However, a majority of students scored well above the national average score, and male students scored slightly higher than females. Additionally, females scored higher than the national average.