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The last chapter of this book includes the reflections of the two co-authors on how to move forward as educators and pave the path for continued learning about leadership studies. It emphasizes key takeaways from the previous chapters. Readers will find different aspects of the book more valuable depending on their individual interests and level of experience and maturity in developing and implementing leadership programs. This chapter lays out the priorities that should inform all educators when teaching leadership.

In this chapter, we explore the intellectual development of leadership studies (e.g., the empirical study of leadership, the development of a leadership canon, leadership as a discipline) as a way to suggest different paths that educators might take in developing a leadership curriculum. There is no single formula for developing a rigorous curriculum to expand students’ knowledge of how leadership works. Academic strengths of educators as well as an institution’s traditions may influence the types of courses that are integrated into a leadership program. These choices must provide students with a deeper understanding of the concepts and literary contributions of the leadership canon. Every leadership program obviously will have a different history and reality that will shape the curricular choices that are made. The key to a vibrant leadership curriculum is to be intentional and rigorous in curricular development.

This chapter is designed to introduce educators to the interdisciplinary connections that have given rise to leadership studies. While many leadership programs trace their roots to student affairs offices, the current academic study of leadership is often housed in various academic departments. The chapter begins by engaging the reader in this question about the interdisciplinary teaching of leadership: Is it a dialogue of disciplines or a pedagogical tool for understanding human relations? Next, the chapter reviews the different approaches that educators have taken to advance the teaching of leadership, including pre-professional, liberal-arts, and topic-based programs. The chapter ends with a discussion about the dynamic of finding an academic home for leadership studies.

Leadership development is deeply personal. Part of the leadership development experience is to recognize that there is no easy way to become a successful leader, and that leaders require a certain level of humility. Practical wisdom is gained by developing the habits of doing the right thing in the right way at the right time through experience. Learners need to be able to understand the choices they make and the consequences of the decisions they take. This chapter includes examples of activities educators can use for creating an environment in which their learners can gain practical wisdom and highlights a few program strategies that develop leadership capacities in learners when working with others. Finally, the chapter examines the role of failure in gaining practical wisdom.