Developing Leadership for Increasing Complexity: A Review of Online Graduate Leadership Programs

Autor/inn/en	Winton, Steven L.; Palmer, Sarah; Hughes, Patrick J.
Titel	Developing Leadership for Increasing Complexity: A Review of Online Graduate Leadership Programs
Quelle	In: Journal of Leadership Education, 17 (2018) 1, S.162-176 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1552-9045
Schlagwörter	Online Courses; Leadership Training; Qualitative Research; Graduate Study; Alignment (Education); Curriculum Evaluation; Minimum Competencies; Outcomes of Education; Behavioral Objectives; College Programs; Relevance (Education); Academic Standards; Educational Quality; Colorado; Nebraska; District of Columbia; Illinois; Wisconsin; Massachusetts; Missouri; Minnesota + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Führungslehre; Qualitative Forschung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Fundamentum; Mindestwissen; Lernleistung; Schulerfolg; Studienprogramm; Relevance; Relevanz; Quality of education; Bildungsqualität; Master-Studiengang
Abstract	Leadership education must evolve to keep pace with the growing recognition that effective leadership happens in a complex environment and is as much a systemic variable as a personal one. As part of a program review process, a graduate leadership program at a private Midwestern university conducted a qualitative review of 18 online graduate programs in leadership education. In the absence of a discipline or accrediting body to govern leadership degree programs, we utilized the integrating framework of complexity leadership theory (CLT), as well as two professional societies, to understand how the curricula and competencies of online graduate education align and diverge to meet the changing assumptions and challenges of leadership. (As Provided).
Anmerkungen	Association of Leadership Educators. e-mail: Jole@aged.tamu.edu; Web site: http://leadershipeducators.org/page-1014283
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01