Abstract
With leadership education expanding at an unprecedented rate, there is an acute need for an evidence-based leadership pedagogy that can bridge the gap between leadership theory and student practice both in the classroom and beyond its boundaries. This paper will give an overview of the Intentional Emergence Model as a way to teach leadership to emerging adults that specifically addresses this gap between theory and practice. It will discuss the model, research and evaluation data associated with the model, training requirements for instructors and teaching assistants, and the implications for leadership education as a result of the research on, and application of, the model.
Citation
Werner, L., Hellstrom, D., Chung, J., Kessenich, K., Taylor, L. and Capeder, A. (2016), "Bridging Theory and Practice in the Leadership Classroom: Intentional Emergence as a Modern Pedagogy", Journal of Leadership Education, Vol. 15 No. 4, pp. 206-216. https://doi.org/10.12806/V15/I4/C1
Publisher
:Emerald Publishing Limited
Copyright © 2016, The Journal of Leadership Education
License
This article is published under the Creative Commons Attribution (CC BY 4.0) licence. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this licence may be seen at http://creativecommons.org/licences/by/4.0/