Beyond the Museum: Leadership Experiences from VR Production Studios

2021 ◽  
Vol 64 (3) ◽  
pp. 457-485
Author(s):  
Cancan Wang ◽  
Barbara Nino Carreras
Keyword(s):  
Leadership Experiences

Leadership Experiences: Student Perspectives

2014 ◽  
Author(s):  
Juliet Meggs ◽  
Christopher Allen ◽  
Raul A. De La Cruz
Keyword(s):  
Student Perspectives ◽  
Leadership Experiences

Leadership Experiences and Level of Leadership

2010 ◽  
Author(s):  
Brad Hullsick ◽  
Roni Reiter-Palmon ◽  
Jeff Weekley
Keyword(s):  
Leadership Experiences

Enhancing Leadership Training Through an Experiential Approach: An Online Model for the 21st Century

2021 ◽  
pp. 104515952110124
Author(s):  
Anita Samuel ◽  
Steven J. Durning
Keyword(s):  
Adult Learners ◽  
Organizational Performance ◽  
Corporate Culture ◽  
Leadership Training ◽  
Health Care Professionals ◽  
Training And Development ◽  
Experiential Approach ◽  
Leadership Experiences ◽  
Expert Coaching ◽  
Theories Of Leadership

Billions of dollars are spent annually on leadership training and development courses. Unfortunately, this training, both at organizational and university levels, does not appear to consistently result in significant adult learning or better organizational performance. These programs tend to focus on the theories of leadership within closed classroom environments and sometimes present case studies to encourage application of knowledge. The content is typically dissociated from both context and leadership experiences and a “one size fits all” approach is adopted. This approach does not account for the corporate culture that is unique to every organization, even every department. In this innovation in practice article, we present a leadership practicum course tailored for adult learners that provides an experiential approach to leadership training enhanced by expert coaching. Initial results indicate that health care professionals appreciate the ability to transfer theory to practice and the feedback they receive from expert coaches. We present the practicum course and provide two cases to explicate the process; we share initial findings from the course and end with our next steps.

Social Change Model of Leadership Development: A 4-Year Program

2018 ◽  
Vol 4 (2) ◽  
pp. 138-147
Author(s):  
Deirdre P. Dixon ◽  
Ana Maia Wales ◽  
Julia R. Pennington ◽  
Shannon Calega
Keyword(s):  
Social Change ◽  
Leadership Development ◽  
Leadership Skills ◽  
Change Model ◽  
Leadership Program ◽  
Social Change Model ◽  
The Social ◽  
Leadership Experiences ◽  
20Th Anniversary ◽  
Personal Level

The social change model (SCM) of leadership development defines all students as potential leaders. Service acts as a powerful means for developing leadership skills within our students. After the 20th anniversary celebration by the International Leadership Association of the SCM, the authors wanted to illustrate how practice can inform research as they applied the model to a 4-year leadership program. The President’s Leadership Fellows is a 4-year program where all students have an opportunity to develop into leaders through classroom and cocurricular leadership experiences. Students actively participate in individual and group activities designed to experience social change and leadership theory on a practical, personal level. The students can then identify with the key elements of the SCM framework. This article outlines this leadership program and how it can help inform further research from practice.

Bridging Secondary and Postsecondary Leadership Experiences: A Toolkit for Leadership Learning Facilitators

2017 ◽  
Vol 2017 (155) ◽  
pp. 95-106 ◽  
Author(s):  
Jackie Bruce ◽  
Carrie Ann Stephens
Keyword(s):  
Leadership Experiences

scholarly journals Women’s Leadership Experiences: A Study of Ivorian Women Primary School Principals

2018 ◽  
Vol 4 (1) ◽  
pp. 148
Author(s):  
Rassidy Oyeniran ◽  
Ishmael Bonjah Anchomese
Keyword(s):  
School Improvement ◽  
Primary School ◽  
Learning Process ◽  
Primary Schools ◽  
School Principals ◽  
Policy Makers ◽  
Female Principals ◽  
Home Based ◽  
Primary School Principals ◽  
Leadership Experiences

Concerns about women educational leaders, their performance within primary schools, their approaches to leadership, including the hindrances experienced in the school headship have received few if any attention in Côte d’Ivoire. This paper analyses how women principals lead their schools and contributed to schools’ advancement in challenging situations that stand in their ways. The authors used a qualitative approach to collect data through in-depth semi-structural interviews with five female principals in Ivorian elementary schools. Findings showed that women influence directly teachers’ commitment and indirectly students’ learning process as well, particularly those who have learning difficulties. Data also revealed that these female used to create an environment and academic support that gives attention to children, as these learning conditions are similar to that of their actual life at home. Based on the findings, we assumed that women leadership could be a significant contribution to students’ learning course, which in turn positively influence the school improvement. That is even consistent with the literature, which remains constant in the assertion that women leaders own some abilities, such as being caring, attentive, patient. In this regard, educational practitioners, policy makers and stakeholders should pay more attention to women primary school principals for empowering them to display their know-how, expertise and talent useful for the students’ learning process. That seems a possible backup for Ivorian education system to reduce the low academic achievement and enhance schools’ performance.

scholarly journals Rising against all odds: An analysis of the leadership experiences of three female clergy in the Methodist Church in Zimbabwe

2020 ◽  
Vol 76 (2) ◽  
Author(s):  
Martin Mujinga
Keyword(s):  
Church Leadership ◽  
Leadership Roles ◽  
Female Leaders ◽  
Methodist Church ◽  
Leadership Crisis ◽  
Leadership Experiences ◽  
Female Clergy ◽  
Qualitative Research Methodology ◽  
Slow Moving ◽  
First Time

The Methodist Church in Zimbabwe (MCZ) was established in 1891. In 1977, it was granted autonomy by the British Methodist Church. From 1891, top church leadership has been dominated by male clergy. This article explores three instances of a challenge to this trend. The first occurred in 1994 when there was a leadership crisis in one of the districts, and for the first time, a woman was appointed district chairperson. The second followed the election in August 2004 of a male presiding bishop. However, allegations of moral impropriety were made against him. He approached the secular courts, and it led to his withdrawal from the position. The church appointed a woman to the position of acting presiding bishop. When the time came for the substantive post to be filled in August 2005, she was not confirmed in the position; a man was elected instead. The third relates to the controversial appointment in 2017 of a woman to one of the five vacant positions of district bishops. The aim of the research was to analyse the way in which these three women rose to positions of leadership in a male-dominated church. A qualitative research methodology was followed, with data being collected through open-ended interviews. The study highlighted that to be a female clergy leader in the MCZ entails rising against all odds. The study concluded by encouraging the MCZ to support women on their path to leadership rather than overlooking or, worse still, undermining them.Contribution: In spite of the challenges female clergy face in their quest for leadership roles, this feminist ecclesiological study shows stories of rising against all odds, describing the momentum-gaining progress of the ecclesiastical effort in the MCZ to accommodate female leaders, despite slow-moving processes.

Impacts of Experiential Learning Depth and Breadth on Student Outcomes

2016 ◽  
Vol 40 (1) ◽  
pp. 5-23 ◽  
Author(s):  
Jeffrey Scott Coker ◽  
Evan Heiser ◽  
Laura Taylor ◽  
Connie Book
Keyword(s):  
Experiential Learning ◽  
General Education ◽  
Learning Outcomes ◽  
Student Outcomes ◽  
Undergraduate Research ◽  
Higher Order Thinking ◽  
Senior Year ◽  
Time Commitment ◽  
Leadership Experiences ◽  
Different Types

This 5-year study of graduating seniors at Elon University ( n = 2,058) evaluates the impacts of experiential learning depth (amount of time commitment) and breadth (number of different types of experiences) on student outcomes. Data on study abroad, undergraduate research, internships, service, and leadership experiences were pulled from cocurricular transcripts and paired with responses to the National Survey of Student Engagement. Both depth and breadth were associated with acquiring a broad general education, writing clearly and effectively, contributing to the welfare of communities, relationships with faculty and administration, and desire to attend the same institution. Depth (but not breadth) was associated with higher order thinking (synthesis and application) in the senior year, as well as overall educational experience. Breadth (but not depth) was associated with working effectively with others and better relationships with other students. Overall, key learning outcomes desired for a college student are driven by both experiential learning depth and breadth.

Medical Leadership: Experiences in the Use of Shared and Parental Leadership to Improve Academic Performance in the Management of a National Plastic Surgery Unit in China

2021 ◽  
Vol 148 (4) ◽  
pp. 650e-657e
Author(s):  
Jie Li ◽  
Sally Kiu-Huen Ng ◽  
Yuanjin Xu ◽  
Qingfeng Li ◽  
Li Wang ◽  
...  
Keyword(s):  
Academic Performance ◽  
Plastic Surgery ◽  
Leadership Experiences ◽  
Medical Leadership
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