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Developmental Readiness for Leadership:  The Differential Effects of Leaderhsip Courses on Creating “Ready, Willing, and Able” Leaders

Journal of Leadership Education, 13(3), 1-16
Kari Keating, David Rosch, and Lisa Burgoon (2014)

Keating, Rosch, and Burgoon suggest that effective leadership behavior can only manifest from students who posses leadership skills, confidence, and motivation – conceptualized as a “Ready, Willing, and Able” leader. They examine a group of 280 students who completed na introductory leadership theory class to examine student gains in each of these three areas. Their results suggested that students lacking confidence and motivation make little gain in skill, which has several implications for leadership educators and how they construct their developmental curriculum.

Student’s Self-Identified Long-Term Leadership Development Goals:  An Analysis by Gender and Race

Journal of Leadership Education, 13(3), 16-33
David M. Rosch, Barry L. Boyd, and Kristina M. Duran (2014)

Rosch, Boyd and Duran studied the leadership developmental goal statement of nearly 100 undergraduate students who were enrolled in a multi-year self-directed leadership program. Analyzed using content and thematic analyses, this qualitative study investigated patterns of similarities and differences across gender and race and utilized a theoretical framework that approached leadership typed traits, skills, or behaviors (Northouse, 2009). It was shown that women were more interested in developing leadership-oriented traits while men were more interested in developing the needed skills. No difference emerged across racial groups.

Incoming Leadership-Oriented Differences Between Students in a Leadership Studies Course and a Team-Based Project Course

Journal of Leadership Education, 12(2), 103-121
David Rosch and Daniel Collier

Many leadership courses and co-curricular programs are elective in nature, and therefore understanding students’ incoming leadership competencies in various contexts are important. Rosch and Collier examined incoming differences in students’ leadership skill, motivation, and self-efficacy across a formal leadership course setting and one more focused on practical teamwork skills. Their results suggested what is intuitive to many educators: those students interested in formal leadership opportunities display more competency upon entering programs. They also examined the degree to which motivation and confidence predicted skill across both settings, and discovered that for students not as interested in formal leadership development, both motivation and confidence were strong predictors of skill, while for interested students, only confidence predicted skill.

Self-vs-Teammate Assessment of Leadership Competence:  The Effects of Gender and Motivation

Journal of Leadership Education, 13(2), 96-124
David Rosch, Daniel Collier, and Sarah Zehr (2014)

Sampling close to 80 undergraduate students participating in a semester-long team-project, Rosch, Collier, and Zehr studied the students’ assessment of their leadership competence, motivation to lead, and leadership self-efficacy, as well as the leadership competence of their peers who served within their durable teams. Results indicated that peers often scored students lower than the students scored themselves. Additionally, males deflated their transactional leadership scores of the female peers that they assessed. The strongest individual predictor of teammate-assigned scores was a student’s affective-identity motivation to lead. Leadership self-efficacy failed to show significance in predicting teammate scores.

Learning Leadership Abroad:  An Overview of a Short-Term Leadership-Focused Study Abroad Program in Italy

Journal of Leadership Education, 12(2), 148-154
David Rosch and Paige Haber-Curran

Rosch and Haber-Curran describe and analyze a leadership-oriented, nine day study abroad program held in May of 2012. The program, centered in Rome, Italy, combined classroom curricula with field expereinces in and around the city. Initial quantitative and qualtitave assessments suggested that the program provided both leadership and personal development.

Incoming Leadership-Oriented Differences Between Students in a Leadership Studies Course and a Team-Based Project Course

Journal of Leadership Education, 12(2), 103-121
David Rosch and Daniel Collier (2013)

Rosch and Collier examine the incoming leadership-oriented differences between students enrolled in either an elective leadership studies course or an elective team-based engineering projects course. This study’s purpose is to determine significant predictors or transformational leadership behavior between the two groups. Participants were to complete measures of leadership-oriented behaviors, self efficacy, and motivation. Students in the leadership studies course (n=50) scored higher on measures of both transformational and transactional leadership behaviors as well as motivation. For students in the leadership course, the only significant predictor of transformational leadership was the leadership self-efficacy score. For students interested in team-based projects (n=166), the significant predictors included affective-identity and social-normative motivation to lead, as well as leadership self-efficacy. While women displayed higher motivation to lead across all motivation categories, neither race nor gender emerged as a significant predictor of leadership behaviors. These findings suggest the importance of self-efficacy in predicting behavior and the need to attend to students’ internal and external motivations. In creating pathways to leadership practices.

The Durable Effects of Short-Term Programs on Student Leadership Development

Journal of Leadership Education, 11(1), 28-48
David Rosch and Arran Caza (2012)

Rosch and Caza explore and examine the impact of short-term leadership programs on students using the Socially Responsible Leadership Scale. Their findings indicate that some leadership competencies can be enhanced through short-term programs while other competencies may require longer duration efforts.

The Overlap Between Emotional Intelligence and Post-Industrial Leadership Capacity:  A Construct Validity Analysis

Journal of Leadership Education, 10(1), 83-102
David Rosch, Dana Joseph, and Daniel Newman (2011)

Examining the relationship between the emotional intelligence of undergraduate students with their post-industrial leadership skills in the focus of research presented by Rosch, Joseph, and Newman. The results from the Emotional Intelligence and Socially Responsible Leadership Scale instruments were compared and found that constructs within each are related, yet distinct.

Potential Issues and Pitfalls in Outcomes Assessment in Leadership Education

Journal of Leadership Education, 8(1), 177-194
David M. Rosch and Leslie M. Schwartz (2009)

This review article highlights some of the most common errors made in the assessment practices within many leadership development programs in higher education. To help conceptualize these errors, Rosch and Schwartz described them as the Honeymoon, Horizon, Hollywood, Halo, and Hallmark effects. The authors suggest educators focus on issue clarity, multi-rater surveys, an intentional timing to the extent possible within their programs.