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Looking for Development in Leadership Development: Impacts of Experiential and Constructivist Methods on Graduate Students and Graduate Schools
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| 2 |
Uses of Complex Thinking in Higher Education Adaptive Leadership Practice: A Multiple-Case Study
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Abstract:
Research and theories of leadership development link the capacity for complex thinking to effectiveness at leading adaptive change. However, few empirical studies examine how this link operates in natural work settings, or explore its implications for practicing the kinds of leadership being called for in higher education today. In this study, I address this gap using post-positivist, ethnographic methods to examine how three higher education leaders, who are publicly recognized as effective change agents and demonstrate the capacity for complex thinking via research-validated instruments, use complex thinking to understand and lead adaptive change in natural work settings. Drawing on a conceptual framework that spans multiple theories of leadership and human development, including Torbert’s developmental action inquiry, Kegan’s subject-object theory, and Heifetz’s adaptive leadership theory, I interpret the data in the context of two research questions: (1) How, if at all, do three developmentally mature leaders in higher education use complex thinking to understand their adaptive leadership work?; and (2) How, if at all, do participants' uses of complex thinking shape their decisions and actions on the ground? I find that participating leaders use their ongoing awareness of the constructed nature of reality, combined with high attunement to convergence and divergence of local and broader situational factors, to help their communities identify and address three types of value-reality gaps: part-whole tensions, critical ambiguities, and identity fractures. I provide rich illustrations of how these individuals draw on complex-thinking capacities to pursue six action strategies: (a) dynamically balance autonomy and oversight, (b) create shared frames illuminating larger realities, (c) engage and reorient the community, (d) co-construct and dynamically interpret goals, (e) cultivate strategic relationships grounded in mutual trust, and (f) create conditions that help people weather uncertainties, build new identities, and shape the future. I also discuss five, complex thinking informed action themes that run robustly through these three participants’ leadership practices: (a) cultivate expansive multicentered purposes, (b) illuminate the invisible, (c) redefine and recalibrate, (d) keep things connected, and (e) orchestrate co-construction. I discuss implications for leadership practice and outline opportunities for future research. ; constructive developmental theory; subject-object theory; developmental action inquiry; adaptive leadership theory; post-conventional leadership; higher education leadership; Robert Kegan; William Torbert; Ronald Heifetz; multiple-case study; post-positivist methods; ethnographic methods; multi-modal methods; haiku; dialectical thinking; paradoxical thinking; integrative awareness; double-loop learning; individualist action-logic; redefining action-logic; self-transforming leader; generative learning within ambiguity; logics of coherence; identity fractures; part-whole tensions; critical ambiguities; situationally-mediating logic of coherence; educative strategy
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Keyword:
Adult and Continuing; Developmental; Education; Higher; Psychology
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URL: http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112707
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| 3 |
Circle as pedagogy: Aboriginal tradition enacted in a university classroom.
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| 4 |
Exploring Factors that Contribute to Academic Persistence for Undergraduate Hispanic Nontraditional Students at Hispanic Serving Institutions in the Southeast
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In: Doctoral Dissertations and Projects (2013)
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Problem-Based Learning in Police Academies: Adult Learning Principles Utilized by Police Trainers
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In: Doctoral Dissertations and Projects (2009)
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The experience of nontraditional students enrolled in a transitions course in an undergraduate program
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In: Doctoral Dissertations (2009)
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Novice teachers and knowledge acquisition: Reminiscent reflections of experienced teachers.
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| 8 |
How classroom teachers conceptualize continuing professional development: Emergence of a practice-based participation model.
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| 9 |
A case study of self-directed learning as applied to the Chinese Self-Taught Higher Education Examination.
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Liu, Jun.. - : Northern Illinois University., 2006
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| 10 |
Learning beyond borders: A phenomenological investigation of transnational adult education.
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Negotiating identity in a second-language environment: A narrative study of nine East Asian female international students.
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| 12 |
The evolution of an open computer laboratory for English as a second language (ESL) in a community college context.
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Exploring identities: An inquiry into the identity (re)construction of adult immigrants of Filipino heritage with implications for adult ESL programs.
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| 14 |
Ida B. Wells' "A Red Record": A social justice curriculum for educating the adult in post-Reconstruction America.
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| 15 |
Lessons learned while suspended between two cultures: The life history of a Latina adult educator.
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| 16 |
On interaction of first-language transfer and universal grammar in adult second language acquisition: WH-movement in L1-Japanese/L2-English interlanguage
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In: Doctoral Dissertations (2003)
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| 17 |
Reading skills of deaf adults who sign : good and poor readers compared
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| 18 |
A naturalistic investigation of homeschooling parents as adult learners.
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Expanding the small space: Rastafarians as knowledge producers.
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