Search results

The purpose of this paper is to present an adaptation of a program that is at the intersection of two dynamic force fields. The first relates to imperatives impinging upon and inherent in higher education. The second ties to the concept of ecosystems as spaces for aligning actors and resources to create value.

Tables I-III present pre-test and post-test means and p-values for the paired sample t-tests for the measures.

As expected, post-test means are consistently significantly higher (or lower depending on item wording) for a shift in beliefs away from self-censoring and prejudging ideas during ideation and more toward greater openness in the ideation process.

The paper examines the outcome of an educational program.

In 2022, the Baltimore professional development school (PDS) partner schools, John Ruhruh Elementary/Middle School (JREMS) and Notre Dame of Maryland University (NDMU) received funds through a Maryland Educational Emergency Revitalization (MEER) grant to determine (a) to what extent additional resources and professional development would increase JREMS teachers’ efficacy in technology integration and (b) to what extent NDMU professional development in the form of workshops and self-paced computer science modules would result in greater use of technology in the JREMS K-8 classrooms. Results indicated a statistically significant improvement in both teacher comfort with technology and integrated use of technology in instruction.

Survey data were collected on teacher-stated comfort with technology before and after grant implementation. Teachers’ use of technology was also measured by unannounced classroom visits by administration before and after the grant implementation and through artifacts teachers submitted during NDMU professional development modules.

Results showing significant increases in self-efficacy with technology along with teacher integration of technology exemplify the benefits of a PDS partnership.

This initiative was original in its approach to teacher development by replacing required teacher professional development with an invitation to participate and an incentive for participation (a personal MacBook) that met the stated needs of teachers. Teacher motivation was strong because teammates in a strong PDS partnership provided the necessary supports to induce changes in teacher self-efficacy.

The diagnostic process after referral to an acute psychiatric treatment facility consists of more than the clinical investigation and laboratory tests. Psychometric tests in a broad range of languages may be such an augmentation of our diagnostic armamentarium. Whether such tests are in use, and how they are distributed among different patient categories was the aim of the study. All referrals in one calendar year (N=1168), as they are depicted in the hospital computerized medical records, were investigated. Fifty-six (6.1%) out of 926 ethnic Norwegians and six (3.0%) out of 198 non-Western immigrants were tested, whereas none of the 44 Western immigrants. The difference between ethnic Norwegians and the immigrants was significant (Z=-3.05 and P=0.002). Psychometric tests were thus almost not in use, and even lesser so in immigrants. Mean number of resident days was higher among those tested, 11.7 (SD=11.2) versus those not tested, 7.4 (SD=10.4) days, t=2.97 and P=0.004. Length of stay for ethnic Norwegians did not differ from that for non-Western immigrants 11.4 versus 11.7, respectively. The patients tested were older than those not tested. Mean age was 43.0 (SD=14.4) versus 38.8 (SD=12.1), with a t=2.65 and P=0.03. The difference in resident days between all immigrants and ethnic Norwegians was significant with a Z=−2.232 and P=0.026. Level of testing was higher in ethnic Norwegians, and the tested patients stayed longer, maybe indicating more room for testing. Whether this low test-activity influences treatment quality is an unsettled question.

This paper advocates for and describes the use of provocative statements as a leadership assignment to foster critical thinking. Critical thinking is an essential competency for leaders who must analyze issues and convince others of their point of view as they compete for scarce internal resources. The provocative statement assignment incorporates common elements from long-established practices of Socratic questioning, debate, argumentation analysis, and rhetoric. It challenges students to develop and advocate their point of view on the controversial issues of their field. Preliminary findings of student perceptions of the assignment in a graduate leadership class are presented which suggest the assignment can be a powerful learning tool.

It is becoming more generally accepted that there is a need to develop a new kind of leader to meet the needs of our 21st century VUCA world. The bookcases are full of volumes that describe “what” great leaders should do, but “how” to develop such leaders is usually limited to a macro or systemic solution rather than focusing on granular behavioural change of the individual. This paper describes the qualities and characteristics of Transpersonal Leaders, then focuses on developing these leaders through a new coaching process and finally explains how experienced coaches can be trained to coach these leaders.

Our research over the last 20 years of working with leaders individually and in teams has focused on this issue. We have been developing “21st century ready” leaders, referred to as Transpersonal Leaders, for over 10 years in teams, but only recently have we been developing such leaders through a new coaching process. We have also developed a methodology that codifies the development of Transpersonal Leaders which, in turn, allows us to replicate the programme by training other professionals, potentially in large numbers.

Graduates of the Transpersonal Coach Training Programme say that it has been a transformational personal experience, enabling them to take their leader clients to a new level. Leaders who have been coached say the programme has equipped them to learn a practical approach to becoming an authentic, ethical, caring and more effective leader.

This is a unique approach to coaching leaders but based on proven learning principles.

A new generation of leaders is needed not only to build local partnerships in today’s communities, but to assume all positions of leadership. Undergraduate students within a College of Agricultural Sciences at a large land grant university were given the Socially Responsible Leadership Scale (SLRS) to determine their self-perception of leadership according to the eight SLRS constructs: consciousness of self, congruence, commitment, collaboration, common purpose, controversy with civility, citizenship and courage through change. Results indicated a strong alignment with constructs such as congruence, consciousness of self and commitment, with slightly less agreement in the other constructs. Two important issues were illustrated. First, today’s undergraduates appear to be much more comfortable with diversity and conflict than once was the norm. Secondly, the citizenship construct brought to light a lack of awareness and desire to contribute to their civic responsibility. Implications include changes in leadership curriculum and implementation of service learning experiences.

Leadership and music are two topics that are rarely mentioned together. However, their universal, intriguing, and complex nature allows a unique framework for helping individuals learn leadership concepts. In this paper several songs have been selected from various music genres. Each demonstrates elements of leadership. Aspects of popular culture such as music can create opportunities to learn about leadership and contribute to the development of one’s leadership style. General leadership concepts, along with the transformational approach and emotional intelligence, will be explained as we study each song. Additionally, the paper will discuss effective teaching methods and applications for using music to teach leadership.