Higher education institutions are aware of the need to incorporate learning-driven assessment artifacts into their doctoral programs to ensure successful leadership development. However, in attempting to integrate learning into students' future performance, it appears that there is no general agreement upon the most effective assignments. The plethora of leadership tasks makes it difficult for scholars and instructors to guarantee that doctoral learners will use their leadership skills in their current or future workplaces. One way to incorporate current learning into professional performance is to translate course learning into personal leadership development plans. This article describes a short-term transformational leadership development plan rooted in the Scholar/Practitioner/ Leader Model, University of Phoenix, U.S.A., educational model. The plan is a culminating learning task of a Transformational Leadership and Innovation course. Upon completion of this course, doctoral learners would be prepared to incorporate the principles of transformational leadership into their leadership plans when completing them in specific academic contexts. The plan proposed defines a strategy for maximizing leadership effectiveness and spells out learning from doctoral courses.
Furthering innovation in English as a foreign language curriculum has been a concern for the Colombian educational system for many years. Nevertheless, the major attempts at the national level continue to fail. Through this phenomenological study of 12 participants at a an urban public school in grades 6-12 I attempted to answer the phenomenological question, “What were the lived experiences of key stakeholders involved in implementing an aligned curriculum at an urban public school in a northern city in Colombia, South America? “The theoretical framework that guides this study included innovation, the theory of policy attribution, and the learner-centered philosophy. The study employed Moustakas’ modification of the Stevick-Colaizzi’s-Keen method of phenomenological analysis and van Manen’s (1990) hermeneutic approach to phenomenology. The researcher collected the data through in-depth, semi-structured interviews, focus groups, and reflective diaries. Seven themes emerged from the data: (a) aligned curriculum and political aims, (b) awareness of the significance of affectiveness, (c) a sense of ownership and lifelong learning, (d) communication as the cornerstone of implementation, (e) ability to face uncertainty and challenges, (f) ability to create transformational leadership, and (g) transcendence toward innovation. The study highlights the feasibility of curriculum innovation at the secondary level with key stakeholders’ commitment and full potential.
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