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In this application brief I share a case study assignment I used in my Leadership in Complex Organizations classes to promote creativity in problem solving. I sorted Ph.D. students into two teams and trained them to use creative writing techniques to encode theory into their own cases. A sense of competition emerged. Later, teams swapped cases for analysis and decoding. The approach became known as “reverse case study.” Summative course evaluations revealed four important instructional themes: (1) students were able to apply and learn leadership and organizational theories, (2) students were able to build rapport and create bonds with fellow students, (3) students explored creativity, and (4) students explored the perspective of “the other.”

Using emotionally intelligent leadership (EIL) as the model, the authors identify behaviors that three levels of leaders engage in based on a self-report inventory (Emotionally Intelligent Leadership for Students-Inventory). Three clusters of students are identified: those that are “Less-involved, Less Others-oriented,” “Self-Improvers,” and “Involved Leaders for Others.” EIL behaviors that most differentiate the highest self-ranking group of involved leaders are the extent to which cluster members work to resolve conflicts in a group situation, work to build a sense of team, and consider the needs of others. The underlying constructs of consciousness of context, self, and others are investigated and discussed. Discriminant analysis is used to validate the cluster solution. Cluster analysis is found to be useful tool for helping leadership educators categorize students and by doing so, program architects have an opportunity to design and develop interventions tailored to better meet the needs of individual students.

This research examines the use simulation, StarPower, as an instrument to teach students about ethics in management and leadership. The paper begins with an overview of sources of learning in leadership and management development and later focuses specifically on the use of simulations. This is followed by a brief explanation of the StarPower simulation and the results of an exploratory study conducted. It was determined that 100% of participants found the activity educational and would recommend using it again in the future. In addition, 96% of the participants responded that StarPower is an effective activity for teaching students about ethical behavior.

Leadership educators are encouraged to identify and apply new ways to teach leadership. This paper provides the qualitative results of post-secondary students’ reflections of learning leadership concepts after watching several episodes of the television show, The Office. Students used reflective journaling to record their reactions and evaluation of the episodes. Analysis of the journals indicated that students were able to connect the leadership scenarios shown in the episodes to those they may experience in their real life.

The purpose of this paper is understand these perceptions and identify main problems associated to climate change in order to design effective mitigation and adaptation strategies to guarantee the sustainability of tourism and natural resources. The Mediterranean basin is a leading international tourist destination and one that is particularly vulnerable to the effects of climate change. Although these effects are largely known, in-depth studies of how they and the associated risks are perceived by key tourism stakeholders have not been performed.

Interviews were held with 31 hotels, campsites and rural lodgings in the Muga River basin in north-east Catalonia, in which both owners and managers were asked about their perceptions of climate change, effects and countermeasures.

Perceptions of climate change and its effects varied according to the type of establishment and location (coast, cities or inland). Significant differences were observed for perceptions of how responsibilities for implementing mitigation and adaptation measures to counter the effects of climate change, including water shortages, should be shared out between the main agents with an interest in guaranteeing the sustainability of tourism, namely, government bodies, tourist establishments and clients. The predominant opinion, however, was that the bulk of the responsibility should lie with government bodies.

Only when those responsible for running tourist establishments are aware of the risks of climate change, it will be possible to design and implement effective short-, medium- and long-term strategies aimed at strengthening the resilience of the tourist industry.

The originality of this study lies in its novel methodology and approach, which involved analyzing perceptions of climate change, including water shortages and its effects among owners and managers of different types of tourist accommodation establishments in distinct parts of the same area.

A great deal of literature exists for leadership educators related to programs design, delivery, and student learning. However, little is known about leadership educators, who have largely been left out of contemporary leadership education research. We looked to teaching and teacher education literature to derive a model for leadership educator professional identity development. The four spaces of identity development are exploration, experimentation, validation, and confirmation. We propose that an individual can move forward and backwards through the model as a result of both ongoing influences and positive or negative critical incidents. We discuss implications for professional development and future research.

The purpose of this qualitative study was to determine how college-level minority student leaders make meaning of those leadership experiences. Semi-structured interviews were conducted with 12 students. Major findings noted a strong personal motivation to participate in student leadership positions. Further research on the impact of familial relationships on leadership development is recommended.