Online Academic Leadership Programs in the United States: An Overview

Guthrie, Kathy L.; Batchelder, Jennifer; Hu, Pei; Purita, Riccardo

doi:10.12806/v21/i2/r2

Cited by 7 publications

(6 citation statements)

References 9 publications

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“…As leadership education continues to evolve, future research should continue to examine whether certain modalities produce different results. Guthrie, Batchelder, Hu and Purita (2022) explore how changes in technology have impacted leadership program offerings online and additional research should be conducted to assess implications of online approaches. If holistic leadership development is an expected outcome for graduates to be prepared to contribute in an ever changing, global world, curriculum development discussions around difficult concepts are essential to determine what omitted content must be embedded in leadership education (e.g.…”

Section: Discussionmentioning

confidence: 99%

Who feels taught to lead? Assessing collegiate leadership skill development

Johnson,

Routon

2024

JOLE

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PurposeUsing a panel of over 433,000 college students from over 600 institutions of higher education in the USA, we investigate students’ opinions of leadership skill development during their undergraduate tenure.Design/methodology/approachThe data used in this analysis come from the Higher Education Research Institute, which runs the Cooperative Institutional Research Program (CIRP) housed at the University of California, Los Angeles. Among others, the CIRP administers two surveys known as The Freshman Survey (TFS) and the College Senior Survey (CSS).FindingsThe present research supports the extant literature and conventional wisdom of academic and student affairs professionals with regards to engagement in leadership classes or training where students have an opportunity to increase their knowledge bases through course content, and when there are opportunities for them to apply leadership principles, the students are more likely to report an increase in leadership capacity upon completion of their collegiate degree.Originality/valueIf colleges and universities are serious about fulfilling their espoused visions, then it is essential that awareness of leadership courses and applied opportunities be heightened and made a strategic priority to ensure resources are allocated in appropriate places to support these key efforts. It also suggests greater collaboration between academic and student affairs, as well as other departments (e.g. athletics and centers), is needed, as well as prioritizing experiential learning.

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Section: Discussionmentioning

confidence: 99%

Who feels taught to lead? Assessing collegiate leadership skill development

Johnson,

Routon

2024

JOLE

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“…The primary vehicles for facilitating leadership identity development in academic curricular settings are leadership courses. Most credit‐bearing leadership courses are found in disciplines like education, business, and agriculture, and in interdisciplinary spaces or schools of leadership (Guthrie et al., 2022). This article briefly reviews additional academic contexts such as schools of engineering, nursing/medical, and military science, with acknowledgment that many other academic contexts are also doing leader and leadership identity development (See Sowcik & Komives, 2020).…”

Section: Academic Curricular Contexts For Leadership Identity Develop...mentioning

confidence: 99%

Leadership identity development in curricular settings

Odom

Dunn

2023

New Drctns Student Lead

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This article highlights specific approaches to developing leadership identity in college students within an academic curricular context. The authors examine curricular contexts such as majors, minors, and certificates with an emphasis on leader and leadership development, as well as specific course activities used to engage students in developing their leadership identity.This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

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“…Leadership development through online leadership programmes remained the focus of publications by authors in the areas of executive education (Passarelli, 2014;Moldoveanu and Narayandas, 2019), professionals in healthcare (Shah et al, 2019;Fernandez et al, 2021), students (Guthrie et al, 2022), and education leaders such as principals and instructional designers (Hayes and Irby, 2020). Haber-Curran and Cooper (2020) observed the participant outcomes of a hybrid, global leadership programme through the lens of emotionally intelligent leadership model (Levy Shankman, Allen, and Haber-Curran, 2015).…”

Section: Student Experience In An Online Leadership Programmementioning

confidence: 99%

Leadership in Online Education: A Scoping Review

Awais

2023

EJEL

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Over the last two decades, we have witnessed a growing interest in online learning. There is an increased focus on online education research due to the COVID-19 pandemic, as the crisis led to online education platforms becoming a necessity for educationists and students. This article reviews online education, purely, in the context of leadership. Past reviews have focused on concepts surrounding online learning such as technology, pedagogy, and student satisfaction. However, limited attention has been drawn to leadership exclusively in relevance to online education. The scoping review analyses 63 articles published between 2002-2022 to answer two research questions. First, what are the research concepts, theories, models, and frameworks operationalized in the publications within this topic domain? Second, who are the stakeholders and leaders identified in literature? Through synthesizing alternative research perspectives in the field of leadership, education, and information and communication technology (ICT), this review identifies four categories of research literature relevant to the topic domain. Following themes emerged from the analysis of the publications: impact of leadership on online education; student experience in an online leadership programme; impact of online education on leadership development of actors in an online education setting; and perception of leadership in an online education setting. Based on the review, an agenda is proposed for future research to enhance our understanding of the role of leadership in online education and elucidate the relationship between leaders and online learning in educational institutions. A lack of focus on the key leaders in the existing literature is made apparent, and further empirical research is recommended. This review makes a theoretical contribution by consolidating existing research in leadership in online education through the synthesis categories and identifying future research pathways. The findings have practical implications for leadership in online education in educational organizations through identification of stakeholders and the entities in leadership positions.

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Online Academic Leadership Programs in the United States: An Overview

Cited by 7 publications

References 9 publications

Who feels taught to lead? Assessing collegiate leadership skill development

Who feels taught to lead? Assessing collegiate leadership skill development

Leadership identity development in curricular settings

Leadership in Online Education: A Scoping Review

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