Developing Leadership Capacity Using Visual Thinking Strategies

Abstract

In this innovative practice paper, we will illustrate how discursive practices of Visual Thinking StrategiesTM (VTS) can foster leadership development capacity of college students. We will show how VTS aligns with constructionist perspectives to post-heroic leadership grounded in discursive approaches to leadership development. This arts-based pedagogy advances leadership development through dialogue and sense-making. and relational approaches to leadership has grown significantly over the time (Alvesson & Sveningsson,

Considering leadership pedagogy in creative arts education

“…Similar debates have long existed in the creative and performing arts. What is clear is that organizations are increasingly turning to the leadership traits of artists to drive change in management approaches, including those from the visual arts (Adler, 2006; Kakim & Priest, 2020). Leadership is a broad concept, and scholarship on the pedagogies of leadership, or Leadership Pedagogy , emphasizes building individual capacities for growth and learning in various communities (Sergiovanni, 1998).…”

Leadership education: a content analysis of postgraduate leadership education programs for health and human service leaders in Australian universities

“…There is growing recognition that formal education is cornerstone for leadership development in the H&HS sector (Blumenthal et al, 2012;Hart, 2016;Sonnino, 2013Sonnino, , 2016van Diggele et al, 2020). Higher education institutions play a unique role in developing leadership capacity (Kakim & Priest, 2020). Much of the research focuses on the development of the individual practitioner and there is recognition that more research is required at an organisational and policy level to address the gaps in leadership development and capacity across the H&HS sector (Aged Care Workforce Strategy, 2018;Blumenthal et al, 2012;Joubert, Boyce, McKinnon, Posenelli, & McKeever, 2016;Miles & Scott, 2019).…”

Implementación del visual thinking en bachillerato: una experiencia de innovación docente

“…Partiendo de estos planteamientos nace el VT con el propósito de desarrollar la participación, la reflexión crítica, la síntesis de diferentes puntos de vista y el pensamiento complejo (Nelson, 2017). Asimismo, estos y otros beneficios resultantes de la metodología VT se observan durante la vida adulta del alumnado, como la capacidad de desarrollo de liderazgo, la creatividad y el diálogo (Kakim y Priest, 2020).…”