Many traditional leadership education paradigms are challenged by the transformational nature of globalization and are limited in application in diverse and complex contexts. In order to address these issues, a new framework must be adopted within higher education leadership programs to educate the next generation of global leaders. This paper introduces a potential framework of learning objectives, reviews strengths and weaknesses of the proposed model, provides sample curricular and co-curricular programs, and discusses recommendations for additional research.

Traditional liberal education essentially involves a "just-in-case" learning approach, exposing students to content they might need in the future. The authors argue that while liberal arts education is indeed a needed preparation for leadership education, the traditional approach to liberal learning is insufficient. To foster the learning outcomes intended by leadership educators, students must encounter a liberal learning "dynamic" in which they are active participants in situations that actually engage the content of liberal and leadership education. The Leadership Studies Program at Fort Hays State University is outlined and presented as an example of program design based on this conceptual foundation.

Executive SummaryGraduate level education in professional degree programs, such as organizational leadership, is changing and evolving rapidly. As consumers demand non-traditional scheduling arrangements and mediated "any time, any place" learning, educational institutions have had to look at these options. This study explored the nature of graduate education in organizational leadership considering specifically the program focus, the characteristics, the faculty, costs, and delivery methods utilized. Based on the data gathered by reviewing more than 40 degree programs, there are clear indications that educational institutions are beginning to meet the needs of the nontraditional learner. Given the evolution of higher education, more specific research should be conducted.

Denying the consent to be governed: Risk leadership theory takes a radical approach to leadership change, and organizational improvement. It departs from the traditional and contemporary views of leadership where the leader/power figures serve as the change agents for their organizations. Instead, most change agents are not the recognized leaders/power figures, but rather are the lower and middle level employees because power structures reassert stability and squash change when risk is felt. Organizational leaders, as well as lower and middle level employees, need to recognize the weaknesses of contemporary change models that are top-down and reinforce status quo quick fix thinking solutions. Risk leadership theory encourages lower and middle level employee to confront and challenge the status quo authority for the purpose of transforming the organizations. Furthermore, this model seeks to Establish a corporate culture that not only accepts, but also expects, confrontation and challenge to enhance problem solving decision making, and overall organizational performance. This theory is a call for lower and middle level employees to "step up to the plate," and not wait for the power structure to transform their corporation.