This paper assesses the state of art of leadership education, including academic programs, leadership training offered by profit and nonprofit organizations, and leadership development programs. It presents a conceptual model of the Jepson School of Leadership Studies major, the first comprehensive program leading to a Bachelor of Arts in Leadership Studies, offered at the University of Richmond. The model maps student outcomes in the cognitive, affective, and behavioral domains and central components of the leadership studies curriculum against a developmental component of leadership effectivenss. The implications of this curriculum for twenty-first century leadership are discussed.
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