Leadership identity development

McCarron, Graziella Pagliarulo; McKenzie, Brenda L.; Yamanaka, Aoi

doi:10.1002/yd.20552

Cited by 7 publications

(1 citation statement)

References 34 publications

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“…This finding is supported by Komives et al ’s (2005, p. 608) description of leadership identity as the growing ability “to intentionally engage with others to accomplish group objectives”. Emphasising the collective and the power of relationships in collaboration, Haber‐Curran and Pierre’s (2023) study suggests that LID manifests through open will and motivation to contribute to a collective impulse of achieving shared goals (Boettcher and Gansemer-Topf, 2015), nurturing the collective cognition while integrating diverse perspectives (McCarron et al , 2023) and building a collective capacity for co-creation, generativity and innovation (Scharmer, 2021).…”

Section: Discussionmentioning

confidence: 99%

Manifestations of leadership identity development among multicultural higher education students

Ramamoorthi

Jäppinen

Taajamo

2023

EJTD

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Purpose This study aims to examine how leadership identity manifests at the individual and collective levels within a relational training context among a group of multicultural higher education students. Design/methodology/approach This is a case study and examines the interactions among eight multicultural students through the theoretical lens of leadership identity development (LID) theory. Findings The main findings of this study suggest that LID manifests through an open will and intensifying motivation to the collective impulse of achieving shared goals through nurturing the collective cognition to integrate diverse perspectives and a broadening view of leadership as a collective capacity for co-creation and generativity. Research limitations/implications Although the paper builds on a case study with a limited number of participants and the ability to generalise its findings is partial, the study may provide practical applications for training leadership in other collaborative contexts and supporting it at the individual and collective levels. Originality/value The LID theory and LID model have been applied simultaneously to a training lab to examine how LID manifests among a multicultural group of higher education students. The lab emphasises a participatory leadership-oriented pedagogy.

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Section: Discussionmentioning

confidence: 99%

Manifestations of leadership identity development among multicultural higher education students

Ramamoorthi

Jäppinen

Taajamo

2023

EJTD

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Leadership identity development

Yamanaka,

Owen

2023

New Drctns Student Lead

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This article examines various applications of the leadership identity development (LID) grounded theory and model and explores the process used to apply LID to the construction of collegiate student leadership development experiences. Featured programs include those that use LID as a design element of the program, but do not explicitly teach it; those that explicitly teach the content of the LID theory and model in leadership programs and curricula; and those that use LID at the institutional level to inform university‐wide leadership programming. The article concludes with critiques and considerations for leadership educators interested in applying LID in their leadership education and development programs.

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Creating welcoming and courageous spaces for student leadership training

Mayweather

2024

New Drctns Student Lead

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The evolving demographic landscape in the United States is a cause to shift leadership training approaches to better serve diverse populations. This article addresses the call for leadership educators to create inclusive, courageous training environments that reflect the increasing diversity in educational and professional settings. Traditionally, leadership education has centered on White and masculine paradigms, often neglecting the unique experiences of historically marginalized groups. This article emphasizes the importance of recognizing and incorporating social identities into leadership training by using these four key strategies: (1) building trust, (2) acknowledging social identity, (3) identity‐based storytelling, and (4) experiential learning activities. By integrating these strategies, leadership educators can foster environments that are conducive to deeper learning and engagement.

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Leadership identity development

Cited by 7 publications

References 34 publications

Manifestations of leadership identity development among multicultural higher education students

Manifestations of leadership identity development among multicultural higher education students

Leadership identity development

Creating welcoming and courageous spaces for student leadership training

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