The purpose of this qualitative study was to compare and contrast the leadership major in identified programs from universities in the United States. This was done in an attempt to develop a foundation for the leadership discipline. Utilizing interviews, surveys, websites, and evaluation of school materials as data sources, an initial list of 70 schools was narrowed to 15 upon examination of their academic curricula. A thorough evaluation of these 15 leadership degree programs was then conducted. Noticeable differences included varied school sizes, host departments, and credit hour requirements. Other inconsistencies included the focus of the program, the major scholars evident within the curricula,

No one could argue with the fact that our world is changing at an exponentially rapid pace. As leadership educators, it is our role to prepare students for change in the global workplace and communities. This article will focus on one university's experiences taking leadership students abroad and using unique activities/discussions to study and build global leadership competencies.

This paper focuses on leadership in the civic arena. Over the past four decades the field of leadership studies has moved away from a narrow leader-centric focus to a more expansive view that includes other dimensions such as the leader's relationship with followers and the fulfillment of the needs of both leaders and followers. But this progress within the field has not been matched by a similar shift in popular cultural conceptions of leadership. Our hypothesis is that the dominant cultural narrative of leadership with its central focus on the authority of the leader is inadequate for making progress in the civic arena. We need a more capacious and flexible conception of leadership to help address complex civic challenges. In this paper we explore the dominant cultural narrative of leadership and its communicative practices. We analyse the civic context to which leadership must respond. We discuss corrective experiments that attempt to make leadership more responsive to this context. We define the gap between how the dominant cultural narrative describes leadership and what's needed in this particular context. Finally, we ask the field to help reshape this dominant cultural narrative to reflect contemporary understandings of leadership within the field and to help advance the study of leadership in the civic context through research, pedagogy, and practice.

No abstract

IntroductionAs new generations of young people mature and enter higher education, educators must adapt their teaching methodologies through an examination of theory and research related to generational differences. This is necessary as well for faculty who teach in formal leadership degree programs. This article focuses on the current generation of undergraduate students, often referred to as the Millennial generation, 1 and asserts experiential education is particularly well suited to undergraduate leadership education programs given its focus on active learning. The article is divided into four sections, beginning with the presentation of a framework of best undergraduate education practices, which is followed by a section on the role of experiential learning for Millennials. The third and main section provides examples of how leadership education programs can successfully incorporate a range of experiential learning activities appropriate for undergraduate students. In the fourth section, the authors present their conclusions and recommendations.