Unfortunately unlike some of the more well established academic disciplines there are few institutional resources available to support this increasingly importcloser scrutiny . Iit is clear that some of us have been largely teaching about leadership informing our students about the nature of the phenomenon others have been teaching how to lead equipping students with a. I set ofant and motivated community of educators whose academic homes are widely scattered across traditional disciplinary boundaries. To us the implications were clear.
Such a wide ranging collection
Of promising yet unorganized individual experience demanded an equally impressive collective effort to take stock and consolidate. As a result we offer this handbook with the following three goals in mind Take Stock and Consolidate Progress. Our primary goal is . Ito share what we Israel Mobile Database have learned after almost three decades of accumulated experience teaching leadership. Leadership educators from a broad range of disciplines and in a wide range of settings have experimented with a dizzying array of pedagogical approaches. Upon skills and capacities enabling. I them to lead more effectively and still others have focuse. Id primarily on helping out students actually become leaders assisting students to gain access to and acquire the identity of a leader.
These are but a few of the fundamental
Distinctions in an emerging field that have significant implications not only for design and delivery but also for assessment. As a result of such conceptual disarray and interdisciplinary Cameroon Phone Number diffusion solid data on outcomes assessment . Iand theoretical grounding have lagged significantly. It is clear that a comprehensive volume is needed at this point in order to take stock and consolidate what we have learned. Establish a . IFoundational Reference for Teaching Leadership.
