Search results

This paper critically aims to review existing monitoring strategies of Target 4.7 of the Sustainable Development Goals and proposes an alternative approach for reporting country progress on relevant Target 4.7 themes. Since this target constitutes one of the most ambitious and transformative education targets there is considerable value in developing a comprehensive reporting and monitoring strategy.

The paper draws on key policy documents to clarify processes leading up to the definition and measurement of a global indicator for Target 4.7. It also discusses limitations associated with the current reporting and measurement strategy.

The paper finds that the current monitoring approach to Target 4.7, based on an existing reporting mechanism for the 1974 Recommendation concerning Education for International Understanding, Co-operation and Peace and Education relating to Human Rights and Fundamental Freedom, is unfit for purpose and needs to be overhauled. The current process for revising the 1974 Recommendation is unlikely to result in a new monitoring strategy that would address existing weaknesses in the current strategy.

To the best of the authors’ knowledge, a critical review of measurement, reporting and monitoring strategies of Target 4.7 has not been undertaken. Also new in this paper is the proposed global observatory of Target 4.7 policies, practices and initiatives, which, if established, would work to: (1) create a more dynamic and informative monitoring infrastructure; (2) foster peer learning among countries; and (3) identify notable strategies of national, regional and international action in relation to Target 4.7.

This global, quantitative study explores the instructional and assessment strategy use of leadership educators who teach online, academic credit-bearing leadership studies courses at graduate- and undergraduate-levels. Participants include 81 graduate-level and 37 undergraduate- level instructors who taught an online leadership studies course within two years of completing the web-based survey used in this study. Findings suggest that discussion-based pedagogies, most commonly facilitated in online discussion boards, were the most widely used strategies. And, while reflection, case studies, and group or individual projects were also used frequently, instructors teaching graduate-level courses used ungraded formative quizzes significantly more often than undergraduate instructors. Findings also suggest that instructors attached the most weight to their students’ overall course grades to discussion boards, major writing projects or term papers, and participation.

The purpose of this study was to understand the types of texts currently being used and recommended within the field of leadership education. Data triangulation methods were used to identify academic and popular texts for a content analysis. Themes emerged relating to context, writing style, method, and content.

This study compares the differences in instructional and assessment strategy use between instructors who teach undergraduate- and graduate-level face-to-face, academic credit-bearing leadership studies courses. Findings suggest that, overall, discussion-based pedagogies, case studies, and self-assessments are the most frequently used instructional strategies, while instructors attach the most weight in their courses to term papers, group projects, and class participation/attendance. Further, undergraduate-level instructors use service learning far more in their instruction, while graduate instructors attach much greater value to term papers.

Experiential learning and reflective writing are important components of college instructors’ repertoires. Learning is not complete without proper reflection. The purpose of this study was to examine undergraduate students’ perceptions of learning in a leadership course that emphasized experiential learning methods. The respondents included the students enrolled in a Professional Leadership Development course. Students were asked to keep a reflective journal and to prepare a reflective paper at course completion. Using content analysis of the students’ reflections, it was determined that the students benefited from receiving instruction associated with experiential learning. They recognized each of the teaching strategies associated with the four stages of the Experiential Learning Cycle and the importance of each in maximizing learning. Incorporation of teaching strategies associated with experiential learning within the collegiate leadership classroom did enhance student learning, whereby allowing students to approach learning in a deep manner.