Maximizing the role of teaching assistants (TAs) to match signature pedagogies in leadership education

Purpose: The purpose of the current application paper is to integrate previous literature with recent results from practitioners on effective practices for utilizing small groups in the leadership classroom.

Design/methodology/approach: We use these integrated findings to innovate practice on maximizing the role of undergraduate teaching assistants (UTAs) by matching their tasks to signature pedagogies in leadership education.

Findings: The integrated findings revealed three practice themes: (1) match UTAs to pedagogical approach, (2) create small groups by design and (3) providing training and reflection practice for UTAs.

Originality/value: In sum, leadership education can and should challenge historical practices in higher education whereby UTAs are used purely for grading and course logistics management.