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To do this  we cast a wide net

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.

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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.

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