The leaders of the future will have to lead with intercultural competence and with the ability to facilitate this development of competence in others. The development of skills in undergraduate students to meet this challenge is paramount to the establishment of effective leadership for the future. Within this study, researchers address the challenge by quantitatively examining intercultural competency outcomes students derive from leadership-based study abroad experiences. For five years, researchers utilized a pre-post intercultural competency survey of student participants in a leadership education study abroad program in Zambia, Africa.Using the Intercultural Effectiveness Scale (IES), data was analyzed for seventy-eight students who participated in this five-week study abroad course. The results demonstrate statistically significant growth on students' intercultural competency across all ten measures of dimensions and sub-scales. Recommendations provide a framework for leadership educators to employ pedagogies that influence intercultural development within study abroad as a means of developing global leadership in their students.

Academic dishonesty and cheating has become endemic, and has also been studied in great depth by researchers. The authors examine the differences between undergraduate business students (n = 136) and leadership students (n = 89) in terms of their attitudes toward academic dishonesty as well as their cheating behaviors. They found that business students overall had much more lax attitudes toward cheating than did leadership students, and they also found that business students seemingly appear to cheat more than do leadership students. The authors finally provide some suggestions and implications of their findings.

Narrative pedagogy in leadership studies has become popular with a growing body of literature. The current study used a phenomenological case study approach to explore the experiences of emerging adults who had completed a leadership storytelling course. The goal of the current research was to better understand students’ learning outcomes, sense‐making of identity, and leadership skill development. Qualitative data analysis revealed six main themes centering around student's learning: the (a) potentiality of storytelling, (b) self‐efficacy and (c) story reframing in terms of identity sense‐making, and leadership development consisting of (d) act of storytelling, (e) ripple effect, and (f) authentic leadership characteristics. The purpose of the research was to inform leadership educators and practitioners on the positive outcomes associated with narrative frameworks in leadership courses.

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