Developing class‐consciousness leadership education in graduate and professional schools

Abstract

This chapter will advance understanding on how leadership learning occurs in graduate and professional school contexts and suggests how social class should be considered in the planning, implementation, and outcomes of preparing individuals to lead in their fields of choice.

Moving graduate and professional education forward to develop leaders equipped to effectively address wicked problems

“…While all aspects of leadership education and leadership development remain important components, the emphasis in graduate education has slowly shifted to teams (Nguyen & Rowe, 2021). As noted by Onyura et al (2019), "Leadership education needs to evolve to incorporate broader collective capacity building, as well as evidence-informed strategies for leadership development" (p. 133).…”

“…While all aspects of leadership education and leadership development remain important components, the emphasis in graduate education has slowly shifted to teams (Nguyen & Rowe, 2021 ). As noted by Onyura et al.…”

“…An important first step is to promote and facilitate the eco‐leadership discourse, not only with students but also with colleagues and other stakeholders. In essence, we need to be “stewards of the leadership discipline” (Malakyan, 2021 , p. 457). Then, as opportunities arise, leadership educators should encourage application of LaPD and CLLGs in coursework and professional learning forums that extend beyond the traditional reach of social science.…”