| 1 |
Looking for Development in Leadership Development: Impacts of Experiential and Constructivist Methods on Graduate Students and Graduate Schools
|
|
|
|
Abstract:
Nearly every graduate school, especially professional schools, claims to train, educate, and develop leaders. However, the leader-development literature offers little evidence of how a graduate level leader-development course might actually do that. Developmental theory informing experiential and constructivist leader-development methods suggest that those methods might be useful in promoting development, and one’s capacity to lead, however there is little empirical evidence of impact. This dissertation is comprised of three studies. The first two used a constructive-developmental lens to explore the interaction between participant’s stage of development and two different leader-development courses that deploy experiential and constructivist pedagogies: Adaptive Leadership and Authentic Leadership. These studies collected participant stage of development at the beginning and end of each course in addition to interview questions about participant learning in each course. The first study focused on Adaptive Leadership. Findings from this study suggest that experiential and constructivist methods that bring dominantly socialized levels of consciousness to the limit of their meaning making provoked developmental growth for those participants. Dominantly self-authorized participants did not demonstrate developmental growth, but did demonstrate compensational learning—learning that uniquely compensates for the limitations of the dominantly self-authorized stage. Study two compared findings from the first study against findings from an Authentic Leadership course. That comparison revealed a very statistically significant correlation between the Adaptive Leadership course and developmental growth among dominantly socialized participants. An analysis of the tasks used in each course suggested that dialectical tasks are correlated with development over dialogical tasks. The third study focused on efforts at the professional school to integrate the experiential and constructivist methods I examined in studies one and two into the management curriculum. For that study, I organized and analyzed documentation regarding the establishment of Yale’s School of Organization and Management in 1973 and the schools restructuring in 1988. That restructuring effort eliminated the experiential and constructivist methods the school was established upon in 1973. I found that the school was not strategic about the purpose of experiential and constructivist methods and generated a divided learning experience for students, which fueled a dynamic that subsequently split faculty along ideological lines. ; Adult development; Leader-development; Leadership development; Leadership learning; Experiential learning; Constructivist learning; Management education; MBA
|
|
Keyword:
Adult and Continuing; Developmental; Education; Higher; Psychology
|
|
URL: http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112706
|
|
BASE
|
|
Hide details
|
|
|
| 2 |
Uses of Complex Thinking in Higher Education Adaptive Leadership Practice: A Multiple-Case Study
|
|
|
|
BASE
|
|
Show details
|
|
|
| 3 |
Circle as pedagogy: Aboriginal tradition enacted in a university classroom.
|
|
|
|
BASE
|
|
Show details
|
|
|
| 4 |
Exploring Factors that Contribute to Academic Persistence for Undergraduate Hispanic Nontraditional Students at Hispanic Serving Institutions in the Southeast
|
|
|
|
In: Doctoral Dissertations and Projects (2013)
|
|
BASE
|
|
Show details
|
|
|
| 5 |
Problem-Based Learning in Police Academies: Adult Learning Principles Utilized by Police Trainers
|
|
|
|
In: Doctoral Dissertations and Projects (2009)
|
|
BASE
|
|
Show details
|
|
|
| 6 |
The experience of nontraditional students enrolled in a transitions course in an undergraduate program
|
|
|
|
In: Doctoral Dissertations (2009)
|
|
BASE
|
|
Show details
|
|
|
| 7 |
Novice teachers and knowledge acquisition: Reminiscent reflections of experienced teachers.
|
|
|
|
BASE
|
|
Show details
|
|
|
| 8 |
How classroom teachers conceptualize continuing professional development: Emergence of a practice-based participation model.
|
|
|
|
BASE
|
|
Show details
|
|
|
| 9 |
A case study of self-directed learning as applied to the Chinese Self-Taught Higher Education Examination.
|
|
Liu, Jun.. - : Northern Illinois University., 2006
|
|
BASE
|
|
Show details
|
|
|
| 10 |
Learning beyond borders: A phenomenological investigation of transnational adult education.
|
|
|
|
BASE
|
|
Show details
|
|
|
| 11 |
Negotiating identity in a second-language environment: A narrative study of nine East Asian female international students.
|
|
|
|
BASE
|
|
Show details
|
|
|
| 12 |
The evolution of an open computer laboratory for English as a second language (ESL) in a community college context.
|
|
|
|
BASE
|
|
Show details
|
|
|
| 13 |
Exploring identities: An inquiry into the identity (re)construction of adult immigrants of Filipino heritage with implications for adult ESL programs.
|
|
|
|
BASE
|
|
Show details
|
|
|
| 14 |
Ida B. Wells' "A Red Record": A social justice curriculum for educating the adult in post-Reconstruction America.
|
|
|
|
BASE
|
|
Show details
|
|
|
| 15 |
Lessons learned while suspended between two cultures: The life history of a Latina adult educator.
|
|
|
|
BASE
|
|
Show details
|
|
|
| 16 |
On interaction of first-language transfer and universal grammar in adult second language acquisition: WH-movement in L1-Japanese/L2-English interlanguage
|
|
|
|
In: Doctoral Dissertations (2003)
|
|
BASE
|
|
Show details
|
|
|
| 17 |
Reading skills of deaf adults who sign : good and poor readers compared
|
|
|
|
BASE
|
|
Show details
|
|
|
| 18 |
A naturalistic investigation of homeschooling parents as adult learners.
|
|
|
|
BASE
|
|
Show details
|
|
|
| 19 |
Expanding the small space: Rastafarians as knowledge producers.
|
|
|
|
BASE
|
|
Show details
|
|
|
|
|
