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Available. Open Access. Open Access
Article
Publication date: 15 October 2016

Linnette Werner, David Hellstrom, Jessica Chung, Katherine Kessenich, Leonard Taylor and Anna Capeder

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…

73

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.

Details

Journal of Leadership Education, vol. 15 no. 4
Type: Research Article
ISSN: 1552-9045

Available. Open Access. Open Access
Article
Publication date: 15 January 2019

Krista M. Soria, Linnette Werner, Christine VeLure Roholt and Anna Capeder

Thepurposeofthisarticle wastoexaminethe effectsofstrengths-basedapproaches in co-curricularandcurricularleadershiponfirst-yearstudents’holisticthriving,academicthriving, social…

251

Abstract

Thepurposeofthisarticle wastoexaminethe effectsofstrengths-basedapproaches in co-curricularandcurricularleadershiponfirst-yearstudents’holisticthriving,academicthriving, social thriving, and psychological thriving. We used propensity score matching and regression analyses with survey data from the Thriving Quotient, which was administered to first-year students at a large, public research university(n = 548). The results suggest students’ enrollment in a strengths-based leadership minor course was associated with higher levels of thriving in social, academic, and psychological domains. Students’ participation in strengths-based student organizationswasassociatedwithhigherthrivinginsocialdomains,whileconcurrentenrollment in the strengths-based leadership class and participation in strengths-based student organizations was associated with significantly higher holistic thriving, social thriving, and psychological thriving.

Details

Journal of Leadership Education, vol. 18 no. 1
Type: Research Article
ISSN: 1552-9045

Available. Open Access. Open Access
Article
Publication date: 15 April 2022

John Weng and Lea Hubbard

There exists a variety of programs designed to prepare future leaders. In the arena of graduate programs in leadership, the International Leadership Association (2020) provides…

105

Abstract

There exists a variety of programs designed to prepare future leaders. In the arena of graduate programs in leadership, the International Leadership Association (2020) provides over 350 programs in their database. Guthrie and Jenkins (2018) have outlined dozens of strategies for leadership education that are utilized in degree programs. As such, there exists a need for informed choices when experiential learning pedagogies are incorporated in leadership education curriculum. One methodology, known as case-in-point, was designed at the Harvard Kennedy School to teach adaptive leadership (Heifetz & Linsky, 2017). There lacks empirical research in demonstrating the effectiveness and impact of case-in-point pedagogy. This qualitative study explored the perceived impact of 12 alumni who took a case-in-point course embedded in a leadership master’s program across a decade. Alumni’s retrospective experiences were collected to understand the impact the course had on them during the time they were in their leadership program and the impact of the learning for their professional lives. Key themes that emerged from the participants included increased levels of awareness in race and power dynamics, an increased use of self-as-instrument, awareness of relationships to authority, and shifts in views of leadership. All participants viewed the case-in point pedagogy as powerful or positive after having graduated from the program despite many recollections of mixed or negative experiences during their time in the course/s. Implications of the findings suggest important considerations relating to scaffolding and proper processing to enhance or improve outcomes for case-in-point pedagogy designed to enhance leadership ability.

Details

Journal of Leadership Education, vol. 21 no. 2
Type: Research Article
ISSN: 1552-9045

Keywords

Available. Content available
Book part
Publication date: 22 February 2021

Linnette R. L. Werner and David Hellstrom

Abstract

Details

Teaching from the Emerging Now
Type: Book
ISBN: 978-1-80043-724-1

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