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Article
Publication date: 10 September 2018

Timothy Ewest

This paper aims to outline the prosocial leadership development process for guiding pedagogical and social justice course goals as a means to foster prosocial leadership…

Abstract

Purpose

This paper aims to outline the prosocial leadership development process for guiding pedagogical and social justice course goals as a means to foster prosocial leadership values within the millennial generation.

Design/methodology/approach

The paper is guided by a social justice framework and proven classroom pedagogies as a means to align millennial characteristics within the four stages of the prosocial leadership development process.

Findings

An educational rubric is provided as a means to guide classroom pedagogies, course goals and millennial characteristics through a prosocial leadership development process.

Research limitations/implications

The paper is conceptual in nature, and therefore, theoretical correspondence remains speculative.

Practical implications

The research in this paper provided guidelines for educators to use pedagogical practices as a means to develop prosocial values as a basis for organizational leadership behaviors.

Social implications

This leadership development process when facilitated through proven pedagogical techniques (guided by established social justice curriculum goals) and is within the context of millennial characteristics (those born between the years 1982 and 2005) becomes catalytic in empowering leaders to be a remedy for the world’s environmental and social challenges.

Originality/value

This paper connects characteristics of millennials to a prosocial leadership development model.

Details

On the Horizon, vol. 26 no. 3
Type: Research Article
ISSN: 1074-8121

Keywords

Content available

Abstract

Details

Management Research Review, vol. 40 no. 8
Type: Research Article
ISSN: 2040-8269

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