Reclaiming Higher Education's Purpose in Leadership Development New Directions for Higher Education, Number 174

• why we should focus on reclaiming the purpose of higher education and embrace leadership development across disciplines,
• how we can do this and what this may look like, and
• how we can assess this has happened.

This is the 174th volume of the Jossey-Bass quarterly report series New Directions for Higher Education. Addressed to presidents, vice presidents, deans, and other higher education decision makers on all kinds of campuses, it provides timely information and authoritative advice about major issues and administrative problems confronting every institution.

Laura Osteen is the director of the Center for Leadership and Social Change at Florida State University. The center transforms lives through leadership education, identity development, and community engagement.

Series Editors:
Betsy Barefoot serves as Vice President and Senior Scholar for the John N. Gardner Institute for Excellence in Undergraduate Education.

Jillian L. Kinzie is Associate Director at IU Center for Postsecondary Research.

EDITORS’ NOTES 5
Kathy L. Guthrie, Laura Osteen

1. Purpose, Mission, and Context: The Call for Educating Future Leaders 9
Vivechkanand Chunoo, Laura Osteen

This chapter calls on higher education to reclaim its role in leadership education. Specifically it examines higher education’s purpose, context, and mission as clarion calls to embed leadership education throughout
higher education institutions.

2. Liberal Arts: Leadership Education in the 21st Century 21
Kathy L. Guthrie, Kathleen Callahan

Many connections exist between the principles of liberal arts and the objectives of leadership programs in higher educations; this chapter discusses how leadership education can connect to a liberal arts
curriculum.

3. Creating Problem-Based Leadership Learning Across the Curriculum 35
Sara E. Thompson, Richard A. Couto

This chapter explores problem-based learning (PBL) as effective pedagogy to enhance leadership learning. Through institutional examples, research, and personal experiences, the authors provide a rationale for
faculty and staff to utilize PBL across the curriculum.

4. Critical Leadership Pedagogy: Engaging Power, Identity, and Culture in Leadership Education for College Students of Color 45
Vijay Pendakur, Sara C. Furr

This chapter focuses on how the application of critical pedagogy to leadership education allows for issues of identity, power, and culture to shape leadership learning. Examples from the authors’ work with
students of color are used as illustrations.

5. Developing Critical Thinking Through Leadership Education 57
Daniel M. Jenkins, Anthony C. Andenoro

This chapter provides the critical leadership logic model as a tool to help educators develop leadership-learning opportunities. This proactive logic model includes curricular and co-curricular experiences to
ensure critical thinking through leadership education.

6. Developing Socially Responsible Leaders in Academic Settings 69
T. W. Cauthen, III

This chapter begins the exploration of what leadership education is through examining the relationship between educational involvement and academic autonomy in the development of socially responsible
leaders.

7. Developing Emotionally Intelligent Leadership: The Need for Deliberate Practice and Collaboration Across Disciplines 79
Scott J. Allen, Marcy Levy Shankman, Paige Haber-Curran

This chapter continues the discussion of what leadership education is and highlights the importance of emotionally intelligent leadership. The authors assert the need for deliberate practice and better collaboration
between student affairs, academic affairs, and academic departments to develop emotionally intelligent leaders.

8. Leadership Competency Development: A Higher Education Responsibility 93
Corey Seemiller

Moving from why, how, and what, this chapter closes with a focus on how we know the outcomes of leadership education. This final chapter provides an overview of leadership competency development as a
critical component of higher education.

INDEX 10

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