Department of Agricultural, Leadership, and Community Education
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Browsing Department of Agricultural, Leadership, and Community Education by Content Type "Book chapter"
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- Cracking the Case: Learning Through Student-Written Teaching Case StudiesKaufman, Eric K. (Information Age Publishing, 2020-06-02)The purpose of the case study development assignment is to produce verification of students’ ability to analyze and synthesize multiple concepts of leadership in real world contexts. In addition, the assignment offers students experience in applying shared leadership in a small group setting. This assignment is a culminating course experience that has the potential to align with a variety of the learning objectives. Beyond satisfaction, research on student case writing reveals relationships with improved final exam and course grades (Escartín et al., 2015).
- Eco-Leadership, Complexity Science, and 21st Century Organizations: A Theoretical and Empirical AnalysisCletzer, D. Adam; Kaufman, Eric K. (Routledge, 2018-01-19)Throughout the 20th century, the traditional approach to leadership was based on “machine metaphors and machine-like assumptions” (Allen et al, 1999, p. 67; Rost, 1997). Leadership was seen as derived from position, vested in an individual, top-down in nature, and “driven by power for the purpose of control” (Allen et al., 1999, p. 67). The leader and his or her actions were viewed as “more critical than those of any other member of the group” (Wielkiewicz, 2000, p. 335). Those individuals within an organization who were “most competent and loyal” were appointed to leadership positions and assumed responsibility for the organization’s overall success; they provided vision for the organization and direction to followers (Chemers, 1997, p. 11). The focus of leadership studies, then, became to make these individuals better leaders, and, indeed, “much of empirical research on leadership focuses on predicting outcomes that reside at the individual level of analysis” (DeChurch et al., 2010, p. 1069).
- Group dynamics and group rolesKaufman, Eric K. (Jossey-Bass, 2013-05-01)This learning module addresses the portion of Exploring Leadership chapter eight, Interacting in Teams and Groups. In this section, students explore group dynamics, including group roles and group norms. Module Overview: Lead students in a “balloon challenge,” offering them the opportunity to engage in both group-building roles and task roles. Through several iterations of the activity, students will be able to experiment with and alternate between different roles. Facilitate small group discussion about the development of group norms, reflecting on both the balloon challenge and students’ personal experiences. Invite students to articulate group norms for a specific organization in the form of hieroglyphics (i.e., cave-type drawings).
- Leadership and Followership in TeamsAlegbeleye, I. Dami; Kaufman, Eric K. (Springer, 2022-08-20)Organizations today are increasingly reliant on teams that consist of members that are geographically and culturally dispersed. As highlighted elsewhere in this book, global teams may consist of members who are raised in the democratic (but individualistic) culture of the Global North-West and those raised in the hierarchical (but collectivistic) culture of the Global South-East. Leadership scholars have suggested that effective teamwork requires individuals who are able to switch between effective leadership and followership behaviors and roles. However, while the leadership literature is rife with leadership in teams, little attention is paid to the process of switching between leadership and followership behaviors/roles in teams. Consequently, in this chapter, we aim to use research evidence to explain the process of switching between leadership and followership behaviors/roles in teams (i.e., shared leadership), as well as the impact of culture on shared leadership.
- Who’s in Charge of a Residential College?: Student-led Seminars as an Example of Followership in ActionKaufman, Eric K. (Emerald, 2016)In 2011, Virginia Tech opened its first residential college, a place “where undergraduates, graduate students and faculty could live together in a facility dedicated to learning” (Johnson, 2011). As articulated by Frank Shushok, associate vice president for student affairs, “The residential college reflects all aspects of student learning…. It touches intellectual life, social life, and contemplative life. It gives students a space they can govern themselves, in collaboration with faculty and student affairs personnel” (DeLauder, 2010). The newly created Honors Residential College (HRC) includes 320 Junior Fellows, who are undergraduate students in the University Honors program, as well as over thirty Senior Fellows, composed of faculty, staff, and community members. The HRC accommodates nearly three times as many students as the previous Honors-designated residence halls. So, while the HRC could benefit from some existing structure and standards, the new community required a different approach.