A Comparative Leadership Development Study within Student Collegiate Clubs and Organizations at an Agrarian University in Ukraine and a University within the United States

2005 ◽  
Vol 4 (2) ◽  
pp. 4-15 ◽  
Author(s):  
Erik Kelling ◽  
Tracy Hoover
Keyword(s):  
United States ◽  
Leadership Development ◽  
The United States ◽  
Development Study ◽  
Clubs And Organizations

scholarly journals A Survey Of Career Pathways Of Engineering Deans In The United States: Strategies For Leadership Development

2015 ◽  
Vol 6 (1) ◽  
pp. 33-42 ◽  
Author(s):  
S. Keith Hargrove
Keyword(s):  
Higher Education ◽  
United States ◽  
Leadership Development ◽  
Department Chair ◽  
The United States ◽  
Career Pathways ◽  
Senior Faculty ◽  
Faculty Position ◽  
Good Communication ◽  
Fiscal Management

The career pathways of deans in higher education seem to follow the traditional model in academia from a senior faculty position and/or department chair. This however may be different from deans in engineering education. The goal of this survey research is to assess the career paths of current Deans of Colleges/Schools of Engineering in the United States. The survey discovered that about two thirds follow the normative (traditional) career path for deans, suggest leadership attributes of good communication and fiscal management experiences are the most important, and indicate current and future challenges of fundraising and faculty development are critical issues in higher education. 

Informal Learning Contributes to the Leadership Development of Nurse Managers

2018 ◽  
pp. 356-376
Author(s):  
Rebecca McGill
Keyword(s):  
United States ◽  
Leadership Development ◽  
Experiential Learning ◽  
Informal Learning ◽  
Nurse Managers ◽  
The United States ◽  
Structured Interviews ◽  
Healthcare Organizations ◽  
Role Transitions ◽  
Nurses Role

This chapter aligns with this book's purpose to highlight the incidents of informal learning in a variety of settings. The focus of this chapter is on the experiential and informal learning that emerged from a recent study of the workplace leadership development of nurse managers in the United States. This study used a grounded-theory methodology and was based on 19 semi-structured interviews of current and previous nurse managers in two healthcare organizations. The findings focus on the informal learning of nurse managers and how these findings fit into and contribute to the existing literature in adult education on informal workplace learning. Subsequently, the author describes a proposed theory of the informal/experiential learning aspects that contributed to the nurses' role transitions in this study. This chapter will shed new light on the healthcare context as a place of immense informal learning and the informal learning of nurses.

Informal Learning Contributes to the Leadership Development of Nurse Managers

2015 ◽  
pp. 121-139
Author(s):  
Rebecca McGill
Keyword(s):  
United States ◽  
Leadership Development ◽  
Experiential Learning ◽  
Informal Learning ◽  
Nurse Managers ◽  
The United States ◽  
Structured Interviews ◽  
Healthcare Organizations ◽  
Role Transitions ◽  
Nurses Role

This chapter aligns with this book's purpose to highlight the incidents of informal learning in a variety of settings. The focus of this chapter is on the experiential and informal learning that emerged from a recent study of the workplace leadership development of nurse managers in the United States. This study used a grounded-theory methodology and was based on 19 semi-structured interviews of current and previous nurse managers in two healthcare organizations. The findings focus on the informal learning of nurse managers and how these findings fit into and contribute to the existing literature in adult education on informal workplace learning. Subsequently, the author describes a proposed theory of the informal/experiential learning aspects that contributed to the nurses' role transitions in this study. This chapter will shed new light on the healthcare context as a place of immense informal learning and the informal learning of nurses.

Values-Based Sport Programs and Their Impact on Team Success: The Competitive Sport Model at the United States Military Academy

2016 ◽  
Vol 3 (3) ◽  
pp. 307-315
Author(s):  
Ralph L. Pim
Keyword(s):  
United States ◽  
Leadership Development ◽  
Leader Development ◽  
The United States ◽  
West Point ◽  
Competitive Sport ◽  
United States Military Academy ◽  
United States Military ◽  
Military Academy ◽  
Team Success

The purpose of this paper is to examine the values-based competitive sport program at the United States Military Academy (West Point), and to determine if the components of character and leadership development were associated with team success. Strategies employed at West Point to develop cultures that produced leaders of character and teams of significance were reviewed. Major points of emphasis in the competitive sport program included (i) teaching values through sport, (ii) identifying and defining core values, (iii) developing warrior athletes of character, (iv) building teams and cultures of significance, (v) reinforcing values through recognition, and (vi) assessing character and leader development of athletes and teams. Characteristics and specific behaviors of great leaders and teams were identified. A rubric for assessing character and leader development in sport and a survey evaluating the competitive sport experience on the desired learning outcomes of the West Point Cadet Leader Development System were presented. Results indicated that competitive sports programs built on values encouraged and developed behaviors that produced success both on and off the field. Subsequent investigations are recommended to identify how character and leadership development can be integrated into the coaching process and applied in civilian secondary schools and institutions of higher learning.

Developing Leaders of Character at the Federal Service Academies

2021 ◽  
pp. 165-192
Author(s):  
Thomas L. Tate
Keyword(s):  
United States ◽  
Leadership Development ◽  
The United States ◽  
Leadership Education ◽  
Naval Academy ◽  
Military Academy ◽  
United States Naval Academy ◽  
Preparatory Schools ◽  
Service Academies ◽  
The Military

The chapter provides an overview of the practice of leadership development at the United States Military Academy, the United States Air Force Academy, and the United States Naval Academy. The service-specific mission and core values provide a foundation for a theoretical review of leader, leadership, and human development theories currently implemented at selected service academies. The practical application of these models is then illustrated in an overview of leader and leadership education and training throughout the 47-month academy experience. The chapter concludes with some final thoughts concerning the influence of the military model in traditional colleges, universities, and preparatory schools.

Leadership Training with an Emphasis on the United States

Education ◽  
2013 ◽  
Author(s):  
Pamela D. Tucker ◽  
Frank Perrone
Keyword(s):  
United States ◽  
Leadership Development ◽  
School Improvement ◽  
Leadership Training ◽  
Leadership Preparation ◽  
The United States ◽  
The Body ◽  
Leadership Position ◽  
Systematic Assessment ◽  
Formal Leadership

Due to a growing body of empirical research on the influence of quality leadership in schools, the role of school leaders continues to come under the policy spotlight as an important catalyst for school improvement and reform. While classroom teachers have the most direct impact on student learning, educational leaders are able to support and optimize learning through their indirect effect on school and classroom conditions. Critical theorists would challenge these instrumental functions of school administrators and posit a more humane, moral, and democratic view of leadership, which in turn would suggest different forms of training and program evaluation. Despite wide-ranging definitions of leadership, there is a growing awareness and appreciation of leadership effects, and a resulting surge in the scholarship and research focused on leadership training. For the purposes of this article, leadership training has been interpreted to mean the learning process by which individuals are prepared to demonstrate leadership skills and develop those skills over the course of their professional careers. Preparation refers to learning that takes place prior to selection for a formal leadership position, and development refers to learning that takes place while an individual is in a formal leadership position. Both preservice and in-service aspects of training are addressed in the references; however, most of the research addresses aspects of leadership preparation versus leadership development. The body of research on leadership training has been growing substantially since the early 1990s, but it was quite limited prior to this time period. When available, empirically based research studies were selected for inclusion in this article. An effort also was made to include international perspectives on leadership preparation, but the majority of the available literature comes from the United States. Qian, et al. 2017 (cited under General Overviews) notes this dearth of international research in the authors’ overview of the non-US leadership preparation field. As a result of the heavy emphasis on research from the United States, there is a disproportionate sampling of publications focused on university-based training, where most of the administrative preparation takes place due to licensing regulations. Although leadership training is taking place in a variety of venues outside of universities, there is little systematic assessment of its impact on the practices or beliefs of participants.

Preparation Programs for School Leaders

2020 ◽  
Author(s):  
Bruce G. Barnett ◽  
Nathern S.A. Okilwa
Keyword(s):  
United States ◽  
Leadership Development ◽  
School Leadership ◽  
School Leaders ◽  
Leadership Preparation ◽  
The United States ◽  
Cultural Norms ◽  
Long Distance ◽  
Preparation Programs ◽  
Norms And Values

For over 50 years, school leadership preparation and development has been a priority in the United States; however, since the turn of the century, school systems, universities, and professional associations around the world have become more interested in developing programs to prepare aspiring school leaders and support newly appointed and experienced principals. This increased global attention to leadership development has arisen because public or government school leaders are being held accountable for improving student learning outcomes for an increasingly diverse set of learners. Because school leadership studies have been dominated by American researchers, global program providers tend to rely on Western perspectives, concepts, and theories, which may not accurately reflect local and national cultural norms and values. As such, calls for expanding research studies in non-Western societies are increasing. Despite relying on Western-based leadership concepts, leadership preparation programs outside the United States differ substantially. Cultural norms and values, infrastructure support, and social and economic conditions influence the availability and types of programs afforded to aspiring and practicing school leaders. As a result, there is a continuum of leadership development systems that range from: (a) mandatory, highly regulated, and well-resourced comprehensive programs for preservice qualification, induction for newly appointed principals, and in-service for practicing school leaders to (b) non-mandatory, minimally regulated, and moderately resourced programs to determine eligibility for positions and induction to the role to (c) non-mandatory, poorly regulated, and under-resourced programs, which are offered infrequently, require long distance travel, and participants costs are not covered.

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