Deepening leadership identity development.

After decrying the lack of attention paid to identity, equity, and power in leadership education, this article delineates key concepts such as identity, identity development, and leader/leadership identity development. It explores areas of concordance and distinction across leader and leadership identity development models and suggests increasing convergence across these bodies of scholarship and adding criticality for deeper leadership identity development.

Exploring the utility, limitations, and possibilities of the leadership identity development (LID) model.

The article summarizes a conversation with early career scholars who utilize the LID theory and model in their scholarship and practice. Authors offer thoughts as to which aspects of leader and leadership identity development remain most useful to leadership education and development, as well as ways this body of scholarship might also be incomplete and insufficient. They reflect on how leader and leadership identity development theorizing is related to identity, equity, and power. The article concludes with ideas about how the scholarship and practice of leadership identity development may evolve in the future for deeper leadership identity development.

Leadership identity development.

This article examines various applications of the leadership identity development (LID) grounded theory and model and explores the process used to apply LID to the construction of collegiate student leadership development experiences. Featured programs include those that use LID as a design element of the program, but do not explicitly teach it; those that explicitly teach the content of the LID theory and model in leadership programs and curricula; and those that use LID at the institutional level to inform university-wide leadership programming. The article concludes with critiques and considerations for leadership educators interested in applying LID in their leadership education and development programs.

Hidden costs and commitments: Leadership, social class, and experiential learning.

As leadership can be developed and practiced in multiple on- and off-campus contexts, this chapter offers ways to make experiential opportunities more accessible to poor and working-class students. Aiding students in leveraging leadership learning experiences they already have through family and community roles are explored.

Fostering Critical Reflection: Moving From a Service to a Social Justice Paradigm.

This chapter explores how community engagement creates opportunities to facilitate meaningful discussions about issues including: the nature and sources of power; who benefits and who is silenced by service and leadership efforts; which community actions result in change rather than charity; and how to developmentally sequence reflective practice.

Transforming Leadership Development for Significant Learning.

Leadership education is undergoing a transformation where powerful pedagogies and emerging knowledge about the scholarship of teaching and learning supplant long held and often-outmoded practices of leadership education. This transformation requires new commitments to evidence-based practice, critical consciousness, and more complex understanding of the levers of leadership learning.

Integrative and Interdisciplinary Approaches to Leadership Development.

Integrating diverse conceptions of leadership across different disciplines, perspectives, and epistemologies is imperative if leaders are to operate in a global and networked world. Interdisciplinary and integrative leadership courses and digital learning communities are featured examples.

Implementation of a pre-dialysis clinical pathway for patients with chronic kidney disease.

OBJECTIVE: The objective of this study was to design and implement an efficient pathway to ensure a smooth transition of patients with advanced chronic kidney disease to dialysis. SETTING: In our dialysis service, as elsewhere, we recognized that there was an unacceptably high rate of inadequately prepared patients commencing dialysis. Knowledge of clinical practice and research-based guidelines has not in itself changed clinical practice and patient management. MAIN MEASURE: : To address these problems, multidisciplinary process redesign teams reviewed pre-existing arrangements by assessing current practice. The review identified critical points where problems could occur: failure to notify patients to dialysis service, late referral for vascular surgery, and inadequate pre-dialysis education. As a result of this process, we have formulated a modified and coordinated pre-dialysis programme. RESULTS: In association with process redesign, the proportion of patients registered 'late' decreased from 29% in July-September 2000 (pre-implementation) to 6% in January-March 2004 (P < 0.01) with the corresponding median time from registration to commencement of dialysis increasing from <1 month to 14 months (P < 0.01). Patients not registered with the service decreased from 57 to 0% (P < 0.001). Eighty-three per cent of patients commenced dialysis with a permanent vascular access in January-March 2004, compared with 24% in July-September 2000 (P < 0.001). CONCLUSIONS: Through process redesign, more of our patients are known to us before commencement of dialysis, a greater proportion of which are provided with pre-dialysis education and permanent vascular access. Our results highlight that implementation remains the final and most difficult challenge of the guideline process.