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Educators must develop leadership studies programs that prepare students to deal with the reality of a diverse world so they are able to handle constant change as they lead in the 21^st century. The purpose of this paper is to consider a variety of questions that need to be answered when developing core curricula for college and university leadership studies programs. The discussion is based many years of researching, developing, and teaching in this area at state universities as well as at private liberal arts and Christian colleges. This paper offers a review of the importance of leadership education, a review of Hosford’s (1973) curriculum development model, and an examination of three case histories. Hosford (1973) has developed a model of instructional design that suggests a strong interrelationship exists between any given curriculum program and the subsequent teaching involved in the program. Hosford’s model challenges the educator to ask a variety of questions concerning issues affecting professional, practical, political, package (i.e., program), organizational, interrelated dynamics, teaching/learning, and implementation. As illustrated by the three case histories, with attention to each dimension of curriculum development it is possible to develop meaningful and successful leadership studies courses and programs at the college and university levels.

In the fast pace of the 21^st century there is a demand for effective leaders capable of handling the internal and external changes occurring in our organizations. This paper seeks to inform the reader because change is natural; it is constant; it is inevitable. But, what constitutes effective leadership is the question? The main purpose of this paper is to offer 10 recommendations toward effective leadership that are outcomes of an eclectic leadership approach – Facilitative Social Change Leadership Theory (FSCL). The FSCL approach is a melding of Social Change Theory, Social Change Leadership Theory, and Transformational Leadership Theory as well as the work of Tichy and DeVanna.

Leaders emerge from some very unlikely situations. They come in all ages, sizes, shapes, and from both genders. In this paper we discuss the relationship between the theoretic and practical applications evidenced by the Institute for Community Leadership’s (ICL) efforts to prepare people for civic leadership. We present background information about ICL including the Institute’s purposes and goals, an examination of its past achievements, current activities, and future projections, and we conclude with a discussion of “conditions for success in collaborative public ventures” (Hackman & Johnson, 2009, p. 293) as it relates to the Institute’s efforts to prepare people for community leadership.

In the 21^st century, effective church leaders need to be prepared to emphasize and demonstrate ethical leadership, personal responsibility, and community service. The foundation for success in all those areas lies in the ability of church leaders to initiate, develop, and maintain positive functioning relationships. Based on over 40 years experience in various church leadership roles, the author provides his unique relational principles of effective church leadership, including (a) mission, (b) conflict management, (c) power and influence, (d) collaboration, (e) emotions are facts, (f) forgiveness, (g) reconciliation, and (h) love.

The aims of this paper are to explore the experiences of budget holders within the English National Health Service (NHS), in their attempts to implement programmes of disinvestment, and to consider factors which influence the success (or otherwise) of this activity.

Between 24 January and 15 March 2011 semi-structured, telephone interviews were conducted with representatives of 12 Primary Care Trusts in England. Interviews focussed on: understanding of the term “disinvestment”; current activities, and perceived determinants of successful disinvestment decision making and implementation. Data were organised into themes according to standard qualitative data coding practices.

Findings indicate that experiences of disinvestment are varied and that organisations are currently adopting a range of approaches. There are a number of apparently influential determinants of disinvestment which relate to both health system features and organisational characteristics. According to the experiences of the interviewees, many of the easier disinvestment options have now been taken and more ambitious plans, which require wider engagement and more thorough project management, will be required in the future.

Findings from the research suggest that issues around understanding and usage of disinvestment terminology should be addressed and that a more in-depth and ethnographic research agenda will be of most value in moving forward both the theory and practice of disinvestment.

This research suggests that, in the English NHS at least, there is a disjuncture between common usage of the term “disinvestment” and the way that it has previously been understood by the wider research community. In addition to this, the research also highlights a broader range of potential determinants of disinvestment than are considered in the extant literature.

This chapter depicts the burden of suicidal behavior among African American males. It describes the public health approach to preventing suicidal behavior among African American males. This approach includes assessing and describing the problem; identifying causes or risk and protective factors; developing and evaluating programs and policies; and implementing and disseminating findings and activities. The chapter provides a review of the epidemiology of fatal and non-fatal suicidal behavior; a summary of what is known about the risk and protective factors of the problem; and a descriptive analysis of the circumstances associated with suicides among young African American males is presented. Lastly, the authors give a summary of evidenced-based prevention programs which could be applied in preventing male suicidal behavior.