| Abstrakt: |
Without question enormous effort has been expended on behalf of the NLERA authors (and untold numbers of colleagues) who contributed to the publication of research that can be used to guide and communicate disciplinary research priorities over the next few years. The potential impact of the document is mind-boggling; however, nothing happens by itself. The initial work of drafting the document has been completed . . . but now the real work of implementation is incumbent upon each of us in the discipline to embrace the document and use it to its maximum potential. Faculty members should identify how their work aligns with the existing priorities and make necessary modifications as they deem appropriate. Faculty should also share a brief summary of the document with local administrators (e.g. department chairs, deans, and research leaders) to inform them of the priorities and how those priorities might affect your research program. Graduate students should review the NLERA document and begin the process of defining their own research project(s) and program in the context of the consensus priorities. Although we may encourage students to develop a research program based on their personal and professional interests, it would be wise for students to do so in the context of disciplinary research priorities. Finally, our colleagues who serve as leaders within our discipline, should strategically identify opportunities to communicate the NLERA priorities to other disciplinary leaders and funding personnel to increase their awareness. Initiating conversations and influencing research funding program language are strategic initiatives that will pay unanticipated dividends for leadership educators and leadership education research for years to come. Agricultural leadership educators are expected to address the NLERA priorities, but within the context of food, agriculture, and the environment. Although we recognize a common core of leadership theories, principles, concepts, and skills, leadership does not occur in the absence of a context. Therefore, faculty and graduate students who engage in agricultural leadership research will contribute to the knowledge base of leadership in the context of personal leadership development with a heavy emphasis on adolescent and youth development. In addition, young adult and adult leadership development will frame the population for faculty and graduate students interested in career preparation and/or development in the food, agricultural, and environmental sciences. Organizational leadership and policy development offers yet a third contextual lens for agricultural leadership researchers that may differ somewhat from other disciplinary contexts. Regardless of the specific leadership priority of interest, agricultural leadership research has much to gain and much to offer by focusing on the research priorities outlined in the NLERA. [ABSTRACT FROM AUTHOR] |
