Evidence‐based leadership development: the 4L framework

Abstract

Purpose

This paper aims to use the results of three research initiatives to present the life‐long learning leader (4L) framework, a model for leadership development intended for use by designers and providers of leadership development programming.

Design/methodology/approach

The 4L model is a conceptual framework that emerged from the analysis of one study conducted in Canada and two others conducted in international settings.

Findings

The 4L framework contains eight dimensions that leadership development programming should address: career stage, career aspirations, visionary capacity, boundary breaking entrepreneurialism, professional skills, instructional design and assessment literacy, crisis management, and approaches to leadership development.

Research limitations/implications

As with all research, findings are subject to researcher biases and limitations.

Practical implications

The 4L framework can be used as the basis for graduate programs in leadership, small‐ and large‐scale leadership development initiatives, and cross‐cultural leadership development. Implications of the 4L framework are discussed in relation to stakeholder roles, e.g. leaders, professional developers, university leadership preparation programs, employers, policy makers, and researchers.

Originality/value

The 4L is a framework for leadership development not only applicable within the field of education but also in broader contexts such as business and industry, health and social services, sports, and government. The 4L framework merits serious consideration by professional development providers and institutions of higher learning as a vehicle for leadership training and nurturing. It is comprehensive in that it suggests particular learning content for leadership development initiatives but it also addresses the processes for effective professional development of adult learners.

Citation

Scott, S. and Webber, C.F. (2008), "Evidence‐based leadership development: the 4L framework", Journal of Educational Administration, Vol. 46 No. 6, pp. 762-776. https://doi.org/10.1108/09578230810908343