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In this paper, we examined managers’leadership behavior when working on a simulated team project regarding task-oriented versus relationship-oriented leadership behavior to effectively achieve successful project completion.Managers attending an advanced project management development program responded to the Fielder Leadership Behavior Style Self-Assessment, which is a useful framework to determine task-orientedversus relationship-oriented leadership behavioral styles.The degree oftask-oriented versus relationship- oriented leadership behavior styles was assessedto determine the approach taken by the managers forachievingsuccessfulprojectcompletion.APearson’schi-squaretestwasconductedtodeterminewhether the observed values were significantly different from an expected value of five.The findings can contribute to better understanding the leadership styles, which characterize project management accomplishment.

Using a qualitative grounded theory approach, student guided leadership capstone projects were examined using a thematic analysis to determine the categories of projects students chose. The research sought to answer two research questions: 1) What areas of leadership development do students seek out through capstone projects for a four-year leadership studies minor? 2) What can this tell us about the program from an evaluation perspective? The analysis found four categories: self-care, application and understanding of leadership, interpersonal skills, and intercultural development skills. The implications for leadership educators are discussed as well as how capstone projects can be utilized in other leadership programs.

Combining the goal-setting and job demands-resources (JD-R) theories, we examine how two project resources, collaborative project leadership and financial project resources, enhance high project performance in community-academic health partnerships.

With a sequential explanatory mixed-method research design, data were collected through a survey (N = 318) and semi-structured interviews (N = 21). A hypothesised three-path mediation model was tested using structural equation modelling with bootstrapping. Qualitative data were examined using thematic analysis.

Project workers’ hope, goal-commitment and -stress: (1) fully mediate the hypothesised relationship between highly collaborative project leadership and high project performance; and (2) partially mediate the relationship between financial project resources and high project performance. The qualitative data corroborate and deepen these findings, revealing the crucial role of hope as a cognitive-motivational facilitator in project workers’ ability to cope with challenges.

Project leaders should promote project workers’ goal commitment, reduce their goal stress and boost project performance by securing financial project resources or reinforcing workers’ hope, e.g. by fostering collaborative project leadership.

The findings contribute to the project management and JD-R literature by considering the joint effects of project workers’ hope and two commonly studied project resources (collaborative project leadership and financial project resources) on high project performance. Moreover, we demonstrate the importance of the goal-setting and JD-R theories for understanding complex health-promotion projects connecting academic to community work.

In colleges of agriculture leadership education is one area of study where enrollment and demand are outstripping the capacity of institutions to deliver the coursework. However, few faculty members are prepared to teach leadership contextually based in agriculture. Responding to this challenge, the Leadership Education Institute (LEI) for faculty in colleges of agriculture was created. The primary goal of the project was to prepare agricultural faculty to teach leadership as a secondary discipline. This multi-year project, funded by a USDA Higher Education Challenge Grant, was a collaboration of faculty from Oklahoma State University, the University of Nebraska-Lincoln, and the University of Georgia. The project resulted in directly impacting food and agricultural sciences education at 10 institutions across the nation by improving teaching competency of leadership education faculty in colleges of agriculture.

The purpose of this paper is to analyse the impact of an action research intervention during a work-based learning (WBL) project among human resource management (HRM) students at a business college in London. The intervention was the researcher’s meeting with the nominated group leaders to facilitate reflection on their leadership and instil confidence.

This paper is based on an action research leadership intervention on a broader undergraduate WBL module taught across nine disciplines and numerous projects. The action learning involved the phases of action, reflection, learning and planning. The sample was five group leaders on one of the projects for HRM students. A content analysis of their assessment submissions was included in the reflection, learning and planning phases.

Based on a content analysis, most of the group leaders acknowledged the leadership intervention in their submissions in varying degrees of quantity and quality. The findings reflect the impact of the intervention upon leadership confidence and the application of theory on practice. Specific leadership input would enhance the impact. The intervention did address confidence which impacted self-directed learning.

The research is limited to a specific context and small sample. It is limited by the fact that reflective assessment work could not be used in comparison with the project assessment submissions.

The research demonstrates directly from the assessed submissions of students the benefit of WBL with a specific focus on confidence, leadership, reflection and self-directed learning. It demonstrates as an example the application of action research on a small WBL sample.

The research is the evidence of the importance of leadership and confidence among mature adults in WBL contexts.

This paper demonstrates the impact of WBL on the learning of mature adults and, furthermore, the impact of a leadership intervention on the motivation of students for self-directed learning.

Agricultural leadership programs have been widely supported by both the public and private sector and have been praised for the “networking” they provide. However, is there any community benefit? Could these programs be doing more? This paper provides some insight into these issues by looking at contributions of the related research. First, a connection is made between social capital theory and the value of networking. Then, agricultural leadership programs are discussed in terms of benefits they provide to participants and the communities that they serve. Finally, an application component is proposed for use in agricultural leadership programs as a way of improving the effectiveness for the communities that support them.

Based on the social exchange theory, the aim of the present study is to examine the effects, both direct and indirect (through sustainability-oriented innovative behaviors [SIBs]), of sustainable project leadership (SPL) on sustainable project performance (SPP). Project management approaches (PMAs) (traditional, hybrid and agile) were examined as conditional factors in the “SPL–SIBs” relationship.

The study employs structural equation modeling based on data collected from 197 software engineering project team members working in the financial industry in Poland.

The study revealed that SPL significantly, positively affected SPP. It also provided evidence for the significant mediating impact of SIBs in the relationship between SPL and SPP and the conditional effect of agile and hybrid PMAs on the “SPL–SIBs” relationship.

The novelty of this work lies in introducing sustainable leadership into project management research, proposing and testing a unique and complex research framework, designing valid scales for measuring SPL and SPP, and suggesting many theoretical and empirical implications.

The purpose of this quantitative study was to assess the relationship between volunteer leadership competencies and stewardship action-taking experiences among Master Gardener (MG) and Master Watershed (MW) volunteers during the COVID-19 pandemic. We collected data from 1196 Penn State Extension MG and MW respondents. The mean summative score for the volunteer stewardship action-taking experience was 2.32 (SD = .79), and volunteer leadership competencies was 3.45 (SD = .60). The results of this study showed a significant moderate association between volunteer stewardship action-taking experiences and volunteer leader competencies (r = .34, p ≤ .001). Volunteer leadership competencies can explain approximately 11 % of the variation in volunteer stewardship action-taking experiences during the COVID-19 pandemic. The new knowledge that our research brings can significantly contribute to the practice in leadership teaching and learning of Extension organizations’ volunteers. Future leadership trainings on the enhancement of the MG and MW volunteer leaders’ stewardship action-taking capacity can help contribute to the greater good in their communities in a more confident and efficient manner. Further research should focus on identifying other factors that can affect MG and MW stewardship action-taking experiences, including the impact of the demographics and motivation.

Global leadership programs framed within singular cultural contexts do not promote authentic leadership. Unilateral methods may exclude individual multicultural experiences or identities, and further, encourage a one-size fits all approach to leadership. An interdisciplinary global leadership course aims to promote authentic unlearning and inclusive leadership education via learning for liberation projects which address a global social justice issue. Student groups direct their own journey and inspire unlearning by interacting with others who are culturally and ideologically different. The project is supplemented by research, frequent reflexivity and intercultural dialogue in order to transform students into authentic and empowered culturally relevant leaders.

Student-led project-based teams are widely used by faculty but do we really understand the process that students experience as a result of participating in a team? This study sought to understand the team process by examining leadership practices exhibited by assigned leaders and their team culture. Using a mixed-methods case study design it was found that students perceived team leaders to be strongest in the leadership practice-enable others to act described as fostering collaboration and sharing power and weakest in the leadership practice-encourage the heart described as recognizing individual contributions and celebrating team successes. Two of the teams were identified as a clan culture and the third team was determined to be a market culture. It was recommended that instructors who use teams to enrich learning examine the relationship between specific team cultures and enhanced team performance.