Developing a sustainability ethic in leaders

The triple bottom line of fiscal, social, and environmental success considerably alters how organizations (and stakeholders) measure sustainable success. More important, however, is the conceptual shift required to understand and successfully lead organizations within this increasingly accepted paradigm. This article uses a mixed‐methods approach to explore the conceptual development of a sustainability ethic in aspiring leaders. More specifically, the authors report research examining the curriculum and pedagogy of a leadership education effort, in this case a college‐level course, aimed at effecting change in both individual aspiring leaders and their immediate community. The article describes the philosophical and research base for the curriculum and specific activities with their pedagogical approach. Results show evidence of increased awareness, importance, and commitment to sustainability as well as changes in how students conceptualize sustainability leadership. Findings offer insights for further developing leadership education for sustainability.     

Energy-Transition Education in a Power Systems Journey: Making the Invisible Visible and Actionable

We describe an approach to educating for systemic change in energy systems by integrating technical knowledge of solutions with reflection on paradigms and norms, facilitated by experiential and art-based forms of learning. The course, “Power Systems Journey: Making the Invisible Visible and Actionable,” is part of the University of Minnesota interdisciplinary grand-challenge curriculum. Students take on the challenge of public science communication about how to change the electric-grid system (from power generation to consumption) as part of an energy transition to respond to climate change. The course integrates electrical engineering, history of science and technology, systems thinking, design thinking, paradigms, art, humanities, science communication, storytelling, experiential learning, and the creation of GIS story-maps and museum exhibits. The design context and elements of the course are described and include: the grand challenge of the energy transition itself, the context of energy-transition education, the nature of the grand-challenge curriculum, the collaborative and teaching philosophy, the role of students, the interdisciplinary course framework, the special focus on the role of arts and humanities in energy education, and the course-curricular structure, which uses the “Earth Systems Journey” curriculum model. The centerpiece of the article describes the “Power Systems Journey” experience in narrative form to match the pedagogical approach of the course using artwork examples from students as they investigated the grid. The article concludes with reflections from students and teachers on what the course offers and where to go from here.     

Leadership and Creativity Are Important for Undergraduate Students: Our Journey

Ever wonder how an effective leadership program looks and feels to undergraduate students? As recent graduates of a program combining leadership, creativity, and innovation, we will explore how a challenging program helps students grow personally and professionally. The goal of the current article is to articulate what we see are the benefits of teaching leadership, creativity, and innovation to undergraduates. While crafting the article, the primary methods were observation and reflection as well as discussions on shared and unique experiences in the leadership program. Insights on steps to create and develop strong, effective leadership programs for more undergraduate students is provided.     

Use of hypotheses for analysis of variance models: challenging the current practice

In social science research, hypotheses about group means are commonly tested using analysis of variance. While deemed to be formulated as specifically as possible to test social science theory, they are often defined in general terms. In this article we use two studies to explore the current practice concerning group mean hypotheses. The first study consists of a content analysis of published articles where the reconstructed reality of hypotheses use is explored. The second study is a qualitative interview study with researchers, adding information about daily practice. We argue that, at present, hypotheses are not used to their utmost potential and that progress can be made by using informative hypotheses instead of the current non-informative hypotheses. Informative hypotheses capitalize on knowledge that researchers already possess and enable them to focus in their proceeding projects. The substantive focus of our work is the case of applied psychology.     

教师和教学对学生创新和领导力的影响

本文简要讨论了21世纪商学院教育面临的挑战和可能的应对方法。我们认为，21世纪商学院的教育的核心是培养具有领导和创新能力的商业领导。商学院的人才培育和教学模式都应该围绕这个核心来设置。在人才培育过程中，我们可以从课程内容、课程管理和效果保障、师生互动、教学实效等方面来保障人才培育的质量。同时，我们还应该通过教学模式的创新来完成和提升教学目的。全球化的商科教育也应该更具国际视野和时效性，这意味着我们应该减少必修课、增加选修课，增加实践和行动教学，强化学生的创新能力和领导力的培养。     

浅谈职业教育如何进行课程改革——以高职物流专业课程《物流信息技术》为例

文章以广东女子职业技术学院为例,分析了高职物流管理专业《物流信息技术》课程的现状,为突出职业能力训练,注重实践教学,对该课程进行改革,重点对课程的教学模式、教学内容和方法进行创新设计和实践,并探讨如何发挥物流实训基地的作用,培养更加适合社会需求的高职物流人才。     

发挥毕业生党员优势 做好毕业生就业工作

当前,就业问题成为社会热议的焦点,而大学生就业更是关系到学生、学校、家庭和社会的大事。党员大学生作为高校党建工作的中坚力量,其就业工作对高校就业工作具有重要的意义。本文将从发挥毕业生党员优势的意义;高校毕业生党员的优势;如何发挥毕业生党员的优势,提高就业竞争力,推动高校整体就业等几方面进行探究。     

Igniting Passion and Possibilities Through the Arts: Conflict,Collaboration and Leadership Through Live Stage Performances

Leaders today require critical thinking skills and full awareness of the complexities of social and cultural interaction. These may be best taught through the liberal arts. This article examines the use of live dramatic stage performances for teaching and learning contemporary management and leadership lessons, highlighting the value of collaborating across traditional university boundaries through the use of the arts within the management curriculum. We describe the successful working relationships and our effective implementation model with cross‐campus colleagues and students in the theater department to integrate live stage plays into our core management and leadership coursework. Students and faculty from both domains have found the activity to be engaging, provocative, relevant, and valuable. A key finding from this work has been how malleable, smooth, and straightforward the process has been to successfully—and powerfully—integrate the arts and humanities directly into management education and leadership development.     

Leadership as an Ideograph: A Rhetorical Analysis of Military Leadership Training Material

The current rhetorical study used McGee's theory of ideographs to identify how cultural politics influence efforts to portray “leadership” in a military setting. Such an approach seeks to better address some of the enigmas that have complicated the understanding of military leadership—and leadership in general—for decades. McGee's theory emphasizes that language reflects political as well as referential qualities and, in some instances, these attributes come into conflict. Acknowledging this reality in an applied setting can help address ambiguous issues that escape the net of prevailing social‐science approaches to leadership inquiry. The rhetorical analysis, which examines U.S. Air Force leadership training material, documents the manner in which ideographic portrayals of leadership were pervasive in each training program, and it considers practical implications of such a situation. Most notably, the analysis provides an explanation of how ideographic portrayals of leadership implicitly emphasize cultural indoctrination over promoting social influence skills. Such an orientation fortifies the military hierarchy and perpetuates romantic views of the military profession, but it also blurs key distinctions between social control and social influence. It is suggested that because ideographs reflect vital cultural motives, associated problems are inherently difficult to remedy.     

Preparing globally competent leaders through innovative study abroad experiences

No one could argue with the fact that our world is changing at an exponentially rapid pace. As leadership educators, it is our role to prepare students for change in the global workplace and communities. This article will focus on one university's experiences taking leadership students abroad and using unique activities/discussions to study and build global leadership competencies.     

高职物流学课程教学改革探讨

为适应广西北部湾港口物流发展的需要．通过对物流人才需求的知识结构与能力调查，文章针对目前高职院校物流学课程教学中存在的一些问题，从教学理念、教学内容、教学方法等方面进行了有益的探索和实践，并制定出重在培养学生能力的考核方案。对完善学生的知识体系和提高教学质量具有很强的实际指导作用。     

Trending Now: Digital Leadership Education Using Social Media and the Social Change Model

The current article examines social media applications as a tool for positive social change. The number of users on applications from Facebook to Twitter and Instagram continues to increase in all demographics. These tools are being integrated into our daily activities and challenging boundaries, roles, and even possibilities globally. Currently, there exists a gap in developing competent leaders capable of leading change using social media. Education leaders and leadership education programs can adapt the values of the Social Change Model to reflect and apply digital competencies to their practice. Digital leadership requires reflection on online self‐awareness and congruence, grappling with the controversy that comes with cyber civility and how to be a digital citizen prepared to inspire positive social change.