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One method to develop leaders is through leadership development programs designed specifically for an intended context. The International Leadership Association (ILA) provides questions for designing programs such programs. This article reflects data collected during the process of developing a leadership program serving the broader agricultural community in Virginia. The International Association of Programs for Agricultural Leadership (IAPAL) reports that programs for leadership development in agricultural contexts typically include 12 seminars over two years, with less than one-third of the seminars agriculturally related. The profile includes sources of financial support and allocation of administrative duties. A survey of agricultural leaders reveals a strong desire for such programming. The stakeholders sought a program including emerging and experienced leaders with travel for on-site experiential learning. The findings have implications for the state and broad leadership development. Those who develop leadership programs for other contexts may benefit from the guiding questions and data.

The Teen Excellence in Leadership Institute (TELI) was created to provide meaningful leadership and civic- engagementexperiencestoteens.WeintegratedChickering’sTheoryofIdentityDevelopmentandthe 4-H Citizenship Framework to develop program objectives and a model, consisting of four components: understanding of self, developing a network, community problem solving, and advocacy. This study aimed to determinetheoveralleffectivenessoftheprogram,highlightareasforprogramimprovement,andprovide a proof of concept for the model. Results on select 4-H Citizenship Common Measures indicated statistically significantgainsinthefourcomponentsofthemodelforcohortsoneandtwo.Focusgroupdatarevealed five themes: diversity, connection, skill development, practical application, and learning about self. Evaluative resultssubstantiateprogramimpactandareasforcontinuedprogramdevelopment.

The aim of this paper is to examine the introduction of innovation as part of a management development programme at a primary care organisation, a legal form known as a Primary Care Trust (PCT), in the UK.

The paper draws on experience of managing a successful management development programme for a PCT. The report of the case study analyses the key events that took place between 2008 and 2010, from direct observation, surveys, discussion and documentary evidence.

The Northern PCT has partnerships with a number of educational providers to deliver their leadership and management development programmes. A close working relationship had developed and the programme is bespoke – hence it is current and of practical use to the UK's National Health Service (NHS). In addition, there are regular meetings, with module leaders gaining a firsthand understanding of the organisation's needs and aspirations. This has resulted in a very focused and personalised offering and a genuine involvement in the programme and individuals concerned.

The research was conducted among a relatively small sample, and there is a lack of previous literature evidence to make significant comparisons.

The paper identifies key implications for practitioners and educators in this area.

This paper is one of few to investigate innovation and improvement in the NHS, and is unique in that it uses the lenses of a management development programme to explore this important, and under‐researched, topic.

In September 2001, the Professional Headship Induction Programme was implemented in Wales. This programme is intended to support the professional development of new headteachers and is made up of a professional headship profile, mentor support, peer networking and a directory of training resources. The programme was developed by a consortium comprising the Glamorgan University, the educational advisory service for the Bridgend, Caerphilly, Merthyr Tydfil and Rhondda‐Cynon‐Taf local education authorities, the Welsh Primary Schools Association and the Welsh Secondary Schools Association. This paper describes the programme and its development and, on the basis of interviews with those involved, reports the tensions and shifts that emerged during the development process. These include the timescale of the development, the programme structure and content, determination of the balance between support and challenge for new headteachers, historical and political tensions and the inter‐relationship between the participants in the development. In the final section, success factors are identified.

A successful component of programs designed to deliver youth leadership develop programs are youth educators who understand the importance of utilizing research-based information and seeking professional development opportunities. The purpose of this study was to determine youth educator’s perceived confidence in leading youth leadership development programs. Study objectives included describing types of youth leadership development training received by youth educators, describing the number of hours of youth leadership development training received by youth educators, describing the perceived importance of youth leadership development training received by youth educators, describing youth leadership development training delivery mode preferences of youth educators, determining if the addition of hours of training received and the perception of the importance of youth leadership training improved the prediction of perceived confidence beyond that provided by differences in selected demographic variables (gender, age, years of service, education level, office location). The target population for this study was southern region 4-H youth development educators. Results of this study indicate that perceived importance of youth leadership development training is predictive of youth educator’s confidence level in teaching youth leadership development.

Youth leadership development programs are a cornerstone of many youth serving organizations. The importance of youth leadership development to the core goals of programs is illustrated by its explicit inclusion in program logic models as well as its implicit presence when older youth serve in teaching and mentoring roles for younger youth. The success or failure of a youth leadership development program may be linked to many factors, one of which is the educator who leads the program. Youth educators influence program success in many ways. The focus of this study is to explore educators’ prior experiences as well as their perceived confidence in delivering youth leadership development programming. Given the strong connections between a person’s beliefs and behaviors, it is important to understand youth educators’ beliefs within the context of their prior experiences (Ajzen, Joyce, Sheikh, & Cote, 2011). This study seeks to expand the literature about youth educators’ youth leadership development training beliefs. It has practical implications for developing professional development trainings for youth educators as well as theoretical implications for advancing a deeper understanding of educators’ core beliefs about training specifically related to youth leadership development.

The purpose of this paper is to illustrate the formation of the Leadership Development Initiative (LDI) and to demonstrate how the program was collaboratively tailored to meet the organizational and developmental needs of leaders in the organization, using a learning cohort approach for implementation.

This paper describes how the LDI was designed, implemented, and assessed through its various stages of formation. Beginning with theory, a learning cohort approach was envisioned to not only bridge organizational departments by bringing leaders from all divisions to learn together, but would also be more sustainable in the long term. A participatory action research study was used to enhance program development and to ultimately explore the effectiveness of the LDI.

The LDI was critical to developing leadership and management competencies/skills, organizational networking, relationship building, and fostering a philosophy of leadership as collaborative visionary practice toward a common goal.

The conceptual framework of the LDI using a learning cohort approach may provide an approach for further development of leadership programs in other healthcare organizations.

The LDI demonstrated how internally developed leadership programs can be an effective approach, with evaluation and application of research findings to continually improve and enhance the program, when resources are limited but the desire to learn is not.

The LDI program is a peer based, cohort approach established through a conceptual framework based on advanced leadership theories and practices.

Focuses on the MSc in management development at Edge Hill. Describes the environment in which the programme was developed and takes particular account of some of the different strands of management learning discussed in the literature and how these issues have informed the development of the programme. Provides a sample of course members’ views of the programme matched against their personal objectives for their participation in the programme and the impact on their careers as a consequence of their participation. Evidence from both the literature and from the empirical study will contribute to a view as to whether the MSc in Management Development at Edge Hill is merely a programme in management or whether indeed it is a management development process.

The Ontario Council for Leadership in Educational Administration is a newly‐formed cooperative representing the following major educational organizations in Ontario, Canada: Association of Colleges of Applied Arts and Technology, Ministry of Colleges and Universities, Ministry of Education, Ontario Association of Education Administrative Officials, Ontario Institute for Studies in Education, Ontario Teachers‘ Federation, Ontario School Trustees’ Council and Ontario Universities offering courses in Educational Administration. OCLEA'S primary purpose is to improve leadership in Ontario and beyond. To achieve this purpose three basic programs have been developed, one dealing with professional development activities, one dealing with information services, and one dealing with research and development. The professional development program consists of major workshops focusing on those professional development needs identified by the practicing administrators and supervisory officials. The information services includes a field representatives system of communication, and information collection/dissemination system, and a formal publication. The research and development program consists of the development of R and D activities directed to the high priority needs of the province. The funding of OCLEA is provided for by a four‐year grant from the W. K. Kellogg Foundation and from fees generated for services rendered. The OCLEA model is built on five generalizable principles: (1) maximum involvement by constituent client groups in all aspects of planning, implementation, and evaluation, (2) comprehensive communication coverage based on a firmly established communication network, (3) decentralization of all programs to maximize the “self‐help” concept, (4) continuous evaluation and professional development needs assessments to guide program development, and (5) maximum representation on all policy bodies.

In this chapter we used a content analysis process (Sanzo, 2012) on select 2010 and 2013 funded grant projects that focus specifically on leadership preparation and development in small and mid-sized urban school districts. The purpose of this analysis was to better understand how School Leadership Program (SLP) grant projects approach leadership preparation and development in small to medium-sized districts. Specifically, we explored how and in what ways did these grant-funded partnerships propose to recruit, structure partnerships, and mentor/coach participants. We discovered that SLP projects in this analysis utilize innovative means of recruiting and selecting program participants in a variety of ways, do not utilize a “one-size-fits” all model in their approach to preparing and developing school leaders, and employ authentic partnerships utilize a variety of collaborative mechanisms.

This chapter will describe and assess initiatives by the University of Oslo (UoO) in Norway, the purpose of which has been to expand and improve collaboration with universities in Africa, notably the University of Dar es Salaam (UDSM) in Tanzania. UoO has a long history of North-South cooperation with a wide range of institutions on the African continent. In 2009, the UoO initiated a collaborative program with UDSM entitled “Program for Institutional Transformation Research Outreach” (PITRO) III, supported by Norwegian Agency for Development Co-operation (NORAD). The chapter will situate the UoO-UDSM cooperation in relation to Norwegian aid, and compare the program with previous programs, giving attention to the ways they were developed, how problems and challenges were tackled, and the probable consequences for Tanzania’s development. The chapter will compare and contrast the structure and experiences from these programs, and will point out strengths and weaknesses. Attention will be given to the rights-based approach, an important new dimension in North-South cooperation on higher education in Africa. It will be argued that the incorporation of this approach provides a basis for developing new policies and programs that strengthen African collaboration within research, education, and capacity building in higher education.