Entrepreneurship education as a new model for leadership education

Forty years ago, the questions most discussed among those who cared about leadership were “is leadership possible among those who don't have titles and positions?”; “what are the characteristics possessed by effective leaders?”; and “how do we find the people who are the best leaders and help them prepare for positions that will allow them to have an impact?” After many conversations, conferences, research studies, and books, the terrain has shifted among scholars. Now the conversations focus on questions such as “If leadership is a shared responsibility among members of groups, how can the full leadership potential of all be cultivated?”; “What role do collaborators play in empowering positive leadership and defending against those who misuse it?”; and “How can organizations cultivate cultures that support and encourage visionary leadership dedicated to benefitting all?” The shift in the questions that leadership educators now explore, coupled with the breadth and variety of the initiatives dedicated to nurturing it, demonstrate that leadership can be taught. More importantly, the practice of leadership demonstrates that many can pursue leadership and that they must if the opportunities of the 21st century are to be fulfilled. The conversations and the needs for leadership have both shifted and it is now incumbent on those who value leadership most to agree to unifying perspectives that can draw us together in common purpose. From your vantage point, what are the crucial conversations, next steps, and/or thoughts for consideration as we enter the second decade of the 21st century?     

Pervasive myths in leadership development: Unpacking constraints on leadership learning

Forty years ago, the questions most discussed among those who cared about leadership were “is leadership possible among those who don't have titles and positions?”; “what are the characteristics possessed by effective leaders?”; and “how do we find the people who are the best leaders and help them prepare for positions that will allow them to have an impact?” After many conversations, conferences, research studies, and books, the terrain has shifted among scholars. Now the conversations focus on questions such as “If leadership is a shared responsibility among members of groups, how can the full leadership potential of all be cultivated?”; “What role do collaborators play in empowering positive leadership and defending against those who misuse it?”; and “How can organizations cultivate cultures that support and encourage visionary leadership dedicated to benefitting all?” The shift in the questions that leadership educators now explore, coupled with the breadth and variety of the initiatives dedicated to nurturing it, demonstrate that leadership can be taught. More importantly, the practice of leadership demonstrates that many can pursue leadership and that they must if the opportunities of the 21st century are to be fulfilled. The conversations and the needs for leadership have both shifted and it is now incumbent on those who value leadership most to agree to unifying perspectives that can draw us together in common purpose. From your vantage point, what are the crucial conversations, next steps, and/or thoughts for consideration as we enter the second decade of the 21st century?     

浅谈企业领导力的开发

整个领导力的发展是一个系统的工程,而不是一个项目,要跟公司的战略相匹配,并在培养过程中特别注意学习和实践。     

Spirituality and leadership: Engaging both in higher education

“Although American higher education can justifiably take pride in its capacity to develop the student's ability to manipulate the material world through its programs in science, medicine, technology, and commerce, it has paid relatively little attention to the student's “inner” development—the sphere of values and beliefs, emotional maturity, moral development, spirituality, and self‐understanding.” —from the Foreword to Encouraging Authenticity and Spirituality in Higher Education by Alexander W. Astin and Helen S. Astin     

Sources of learning in student leadership development programming

The authors combine Conger's four approaches to leadership development with 20 sources of learning commonly found in student leadership development activities. The first study asked students to share how they think they would like to learn about leadership. In other words, which sources of learning would a student select to improve leadership skill training, from a broad list of options? The second study asked the same questions but occurred on the final day of three multiday leadership institutes. Students showed a preference for developmental activities where the primary learning objective was personal growth and skill building. Students also had a preference for personalized developmental opportunities over activities designed for general group‐oriented development.     

建筑行业执业素质教育与土木本科教学改革

在现有的建筑行业执业制度下,文中针对土木本科教育的现状,探讨以培养学生执业素质为目标的教学改革路径和方法。     

Teaching across disciplines: using collaborative instruction in undergraduate education

Learning communities (LCs) are one example of collaborative instruction used in undergraduate and graduate level courses. This paper discusses the development and delivery of this collaborative instruction and learning model to teach economics principles and finance courses at Nassau Community College (NCC), a suburban two-year college in New York.     

Comparative management accounting in Europe: an undergraduate education perspective

The article reports the results of a survey conducted in 86 undergraduate education institutions in 16 countries in Europe. The primary goals of the analysis are to provide information on management accounting courses in Europe and to investigate whether the most innovative topics in management accounting are taught. The survey targeted accounting professors across Europe, mainly members of the European Accounting Association. Data evidence similarities across countries inasmuch a very similar pool of topics is taught in different institutions in different countries. However, differences outweigh similarities when comparing the relative importance attributed to various topics within a course.     

Symposium. An innovative approach to course restructuring in leadership education. Course restructuring in leadership education. Using differentiated literature to promote professional thinking. Pedagogical and andragogical challenges in leadership studies

In his germinal writing, The Child and the Curriculum, John Dewey (1902) made the forceful case for the development of a curriculum that could integrate and valuate students' desires and needs as crucial elements of education. Similarly, Ralph Tyler's (1949) famous and widely influential curriculum rationale called for the participation of the entire community as an element of curriculum decisions, but this element of his work has been largely absent from educational discourse, especially in a time of national accountability in elementary, secondary, and even postsecondary institutions. In this symposium, we offer a position paper by Dr. Cathy Kaufman that seeks to return students' needs to the forefront of curriculum planning for an interdisciplinary audience. Our respondents, Robert Millward, Ted Pappas, and Winnie Younkin, themselves representing interdisciplinary backgrounds and interests, add their own perspectives to this intersection of leadership education, and the all‐too‐often muted voice of the student in the curriculum development process.     

兴办高职本科教育的探讨

四年制高职本科教育有利于提高高职学生的专业实践能力、基础理论知识等整体素质,也适应我国经济社会发展的需求。兴办高职本科层次的教育,在学生的培养目标、专业课程的设置和招生方式等许多方面应与专科层次的高职和普通本科学历教育有所区别。     

Creating comprehensive leadership pipelines: Applying the real options approach to organizational leadership development

Typically, firms consider leadership development (i.e., training focused on skills required for success in leadership roles) and succession planning (i.e., the creation and implementation of long-term plans that address changes in top leadership roles) as two distinct organizational initiatives. In recent years, however, scholars and practitioners have called for a new, more comprehensive approach that considers the organization as a system. Rather than considering succession planning and leadership development as distinctly different initiatives, organizations should work to create internal leadership pipelines that span entry-level employees to executives. To leverage potential advantages associated with instituting comprehensive leadership pipelines and to address practical concerns associated with risk and talent management, we propose the introduction of incremental investment in organization-wide leadership development programs via distinct, evaluative stages – a real options reasoning (ROR) approach to leadership. We argue that blending ROR with skills-based leadership models diversifies risk associated with investments in talent management and increases the ability for targeted, purposeful investment in potential organizational leaders.     

保定市领导干部政德教育的关键问题研究

文章指出保证良好的德行是领导干部从政的"通行证"和"资格证书"。抓政德建设是市委落实德才兼备、以德为先用人标准的一项重大举措,抓住干部队伍建设的根本,是治本之策。     

A multilevel, identity-based approach to leadership development

A frontier of leadership development is examined involving the respective roles of levels-of-analysis and identity in constructing an integrated development system. An approach is described in which individual and relational leadership identities are the focus of developmental efforts at lower organizational levels (e.g., individual contributor and first-level supervisor) but collective identities become the focus at higher levels (e.g., general manager and above). The separate areas of levels-of-analysis and leader identities are first discussed in terms of their respective relevance to leadership development. These are then discussed jointly in elaborating on a proposed development approach that integrates across organizational levels as well as levels of development (i.e., leader development and leadership development). In developing collective leadership identities, processes that involve participants in engaging across boundaries (functional, hierarchical, geographical) are recommended.     

Examining the effects of leadership development on firm performance

The purpose of the current study was to identify the constructs that affect leadership development in an organization and investigate the impact of leadership development on firm performance. Using structural equation modeling, the study showed a positive relationship between differentiation strategies and leadership development. No relationship was found between environmental dynamism and leadership development or organizational size and leadership development. The positive impact of leadership development on firm performance, as measured through financial and market outcomes, was validated.