A Systematic Review of Leadership Curriculum at the U.S. Air Force Academy from 1955 to 1980
DOI:
https://doi.org/10.58315/jcld.v11.307Keywords:
Leadership, Curriculum, Learning, USAFA, DFBLAbstract
“Growing strong leaders and resilient families” is one of four strategic priorities of the United States Air Force, as it postures to operate within the Great Power Competition Environment. Among leadership development milestones, pre-commissioning sources are foundational experiences for officers, of which the United States Air Force Academy remains a primary pillar. The purpose of this research was to determine how influential civilian advancements in leadership theory impacted the curriculum of the academy from 1955 to 1980, which was a period of rapid evolution of leadership theory from behavioral, through contingent and situational, to transactional and transformational leadership theories. With approval from the Department of Behavioral Science and Leadership, a systematic review was conducted of course material for core courses from 1955 to 1980, which included course syllabi, course descriptions, lesson plans, and required reading material. The Behavioral Science and Leadership curriculum at the Air Force Academy was very responsive to civilian advancements in leadership theory, often integrating emerging theories into the curriculum within 2 years after the publication of theory-defining works. The Air Force Academy has a history of an adaptable curriculum responsive to emerging research findings, which allowed the program to keep pace with leading civilian institutions. As we navigate a potential post-transformational leadership era, the Air Force Academy should continue to stay abreast of emerging research to maintain a proactive leadership development curriculum that supports the Air Force’s strategic priorities.
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