The purpose of this paper is to derive practical recommendations from Follett's conceptualization of the student-teacher relations.
The paper employs a narrative historical interpretation of Follett's speech, which was originally given at the Boston University in the late Fall of 1928, but for the first time published in 1970.
Follett's conceptualization of the teacher-student relation resonated well with the contemporary conceptualization of constructive-developmental theory of leadership.
The findings of this study should be interpreted with recognition that the single case study has inherent limitations in terms of generalization.
This paper offers unique practical recommendations for instructional methods of experiential learning based on reflection, problem solving and critical thinking, which are based on the authors' analysis of Follett's works and constructive-developmental scholarship.
M. Novicevic, M., Humphreys, J., Ronald Buckley, M., Roberts, F., Hebdon, A. and Kim, J. (2013), "Teaching as constructive-developmental leadership: Insights from Mary Follett", Journal of Management History, Vol. 19 No. 4, pp. 423-440. https://doi.org/10.1108/JMH-09-2012-0060
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