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Entry-Level To Leader, Jeannie Black
Entry-Level To Leader, Jeannie Black
Scholars Showcase 2018: Innovations in Leadership and Learning
This poster explores the concept of building leadership skills in progression from entry-level to leader-level. Each person starts at the entry-level (beginning) and continues building their skillset which sometimes results in a manager or leader. Day (2006) said there are four leadership models: the strong individual, the hierarchy, the pipeline, and collective practices. Day (2000) also noted that there is a difference between leader development and leadership development.Leader development focused on individual while leadership development focused on social capital.
Leveraging Paradoxical Tensions: An Ethnographic Case Study Of A Private Nonprofit U.S Higher Education Institution, Patrick A. Bennett
Leveraging Paradoxical Tensions: An Ethnographic Case Study Of A Private Nonprofit U.S Higher Education Institution, Patrick A. Bennett
Scholars Showcase 2018: Innovations in Leadership and Learning
Private nonprofit higher education within the United States has experienced unprecedented disruption and discontinuous change over the last several decades. To make matters more difficult, institutions that make up this segment of higher education are not known for their flexibility and adaptability. Recent studies suggest that the benefits and attributes of unit-level ambidexterity help to provide balance between paradoxical tensions and that these coexisting pressures can create strategic agility for organizations. This ethnographic case study describes how the culture-sharing senior leadership team of a private nonprofit U.S. institution of higher education leverages tensions to create strategic agility. The results of …
Girls On The Run: Longitudinal Findinds Inform Transformational Learning And Leadership, Girls On The Run Of Central Ohio
Girls On The Run: Longitudinal Findinds Inform Transformational Learning And Leadership, Girls On The Run Of Central Ohio
Scholars Showcase 2018: Innovations in Leadership and Learning
Afterschool programs have the potential to teach positive social, psychological, and physical skills to youth participants, but these benefits are not an automatic consequence of mere participation. Evidence-based research evaluating programs is necessary to determine magnitude of impact and explanations for positive season-long change. This study used a rigorous approach to evaluate the effectiveness of Girls on the Run on youth development, including competence, confidence, connection, character, caring (5Cs), and health outcomes. Because Girls on the Run (GOTR) is a positive youth development program, it was also important to assess if life skills were learned and transferred to other social …
The Brain As Ceo: Teaching Neuroleadership, Ray Forbes
The Brain As Ceo: Teaching Neuroleadership, Ray Forbes
Scholars Showcase 2018: Innovations in Leadership and Learning
Recent advances in the brain sciences have opened a window of opportunity for organizational leadership. For example, neuroscientists have determined that the prefrontal cortex of the brain is closely associated with the highest orders of human functioning such as planning, decision-making, control of attention and self-monitoring. This area of grey matter has also become a vivid metaphor for the primary executive or leadership role in business, the Chief Executive Officer or CEO. The burgeoning discipline of Neuroleadership attempts to apply the findings of relevant brain research to the field of leadership studies. A primary educational challenge is how to best …
The Leader As Servant: Followership To Leadership, Timothy F. Reymann
The Leader As Servant: Followership To Leadership, Timothy F. Reymann
Scholars Showcase 2018: Innovations in Leadership and Learning
A paradigm change has been occurring in leadership[p theory over the last 40 years since Servant Leadership was introduced in the 1970's by Robert Greenleaf. For many years academia looked away from including this theory as foundational. In recent years the theory has gained strong attention in academic journals, textbooks and course instruction. Pivotal to the underpinnings of this theory is the concept of the leader as a developer of his or her followers. The challenge for any leader is how to mentor, develop and coach his or her followers through leadership practices that truly develop others. The practice of …
Fostering Women’S Leadership In The Classroom, Brandy Bagar-Fraley
Fostering Women’S Leadership In The Classroom, Brandy Bagar-Fraley
Scholars Showcase 2018: Innovations in Leadership and Learning
Women in college suffer from what Elizabeth J. Allen and Mary Madden refer to as “the chilly classroom”: a set of subtle behaviors from both faculty and students that silence and marginalize women in the classroom and prohibit them from developing leadership skills (2006). Without realizing it, faculty can unwittingly impede the development of leadership skills in women.
Leading Through Chaos To Survive Market Instability Among Community And Technical Colleges In West Virginia, Davida Wolfe
Leading Through Chaos To Survive Market Instability Among Community And Technical Colleges In West Virginia, Davida Wolfe
Scholars Showcase 2018: Innovations in Leadership and Learning
The problem is the West Virginia's community and technical colleges (CTCs) are experiencing a decline in enrollment. Therefore, higher education institutions are learning that they need to become more adaptable to the unpredictability and uncertainty when the institution encounters a decline in student enrollment. West Virginia’s CTCs appear to have seen a decrease in student enrollment of 19.4 percent from 2012 to 2016 to a 4.7 percent from 2015 to 2016. Chaos Theory and the complexity can provide a unique perspective to understanding the present educational system, which includes the methods and approach to how each institution is ready to …
Becoming An Expert Instructional Designer, Rob L. Wood
Becoming An Expert Instructional Designer, Rob L. Wood
Scholars Showcase 2018: Innovations in Leadership and Learning
Instructional design requires practitioners to integrate best practices, use appropriate tools, and strategically apply current and emerging technologies to meet clients’ and organizations’ needs. Many practitioners achieve high levels of technical expertise in this way. However, the author of this poster suggests that, to become a leader in instructional design, practitioners must develop as experts through a process of acquiring horizontal expertise via two concepts described by Engeström, Engeström, & Kärkkäinen (1995). Polycontextuality describes how experts accomplish multiple simultaneous tasks within multiple communities of practices. Boundary crossing occurs when two different activities are linked together.