Educating Leaders For The New Competitive Environment

Milter, Richard G.; Stinson, John E.

doi:10.1007/978-94-015-8545-3_4

Cited by 35 publications

(17 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The holistic approach involves a multi-disciplinary stream (Milter & Stinson, 1995) that embraces global perspectives, one that combines an openness to and awareness of diversity across cultures and with a propensity and ability to synthesize across this diversity, because organizational (public or private) success in exploiting emerging opportunities and tackling accompanying challenges is largely dependent on the leadership's depth of understanding of their operating environment (Gupta & Govindarajan, 2002).Training leaders to develop a global perspectives and agenda via leadership development education (Connaughton et al, 2003;Stinson & Milter, 1996) will bring this into reality. Holistic approach to leadership development education connotes the integration of strong ethics education not just as an effort to satisfy minimum academic requirement, but a core subject.…”

Section: Holistic Leadership Development Education: the Way Outmentioning

confidence: 99%

Imperative of Leadership Education in Africa's Quest for Global Development Space

2019

DCS

View full text Add to dashboard Cite

More than half a century after independence from the colonial powers, the spate of development in Africa remains a sharp contrast to the great expectations of the freedom struggle which led to the emergence of modern African countries. The continent is today occupying the lowest rung on the global development ladder beleaguered with widespread poverty, poverty-triggered violence, civil crisis, youth restiveness due to chronic unemployment, multi-facetted insecurity and many more constraints to stable development which have resulted in continuous massive emigration of majority of the working age population from the continent to other climes in search of greener pastures. The struggle of the continent to occupy a significant position in the global development space continues to remain elusive due to weak or non-existing institutional frameworks to provide the critical impetus and environment conducive for development. Several researches have placed the blame for these on the doorsteps of bad leadership and lack of good governance in Africa. Leadership at the public level is expected to proffer solutions to problems and challenges arising from their immediate environment's need to respond to changing circumstances within and outside. The challenge in most African countries over the years has been the paucity of leaders with the capacity to promote the requisite development for the continent to effectively occupy a significant space in global development commensurate with the enormous human and material resources the continent is endowed with. Using the eclectic method of inquiry, descriptive and historical overview of relevant themes, this paper explores the challenge of leadership and the attendant consequences. The quality of leadership in many African countries significantly impacts the rate of development or underdevelopment in these countries; the quality of leadership on the continent has adversely affected diverse sectors; especially, the education sector and the leadership in most African countries lacks the requisite capacity to promote the adaptation that will not only restore, but also promote the fundamental interests and values of their society when existing circumstances create contradiction between how things are being done and how they should be done. The study argues that there should be a thorough review of the education system in African countries to give room for leadership nurturing in students through a multi-phase leadership education that is multidisciplinary, global, and ethics oriented as panacea for many of the leadership challenges in many African countries. The inclusion of leadership education in school curriculum will engender the preparation of students with practical and requisite skills that will enhance their ability to be effective leaders in future whether in public or private sector, overcoming the disaster of leadership of the current dispensation while giving assurance for a better future for the continent and the world at large.

show abstract

Section: Holistic Leadership Development Education: the Way Outmentioning

confidence: 99%

Imperative of Leadership Education in Africa's Quest for Global Development Space

2019

DCS

View full text Add to dashboard Cite

show abstract

“…El modelo de Aprendizaje Basado en Problemas (ABP) fue desarrollado en Estados Unidos en la década de los cincuenta en el contexto de la educación médica. Sin embargo, desde entonces se ha ido expandiendo a otros ámbitos como son el de las Escuelas de Empresariales (Milter y Stinson, 1993), en Facultades de Educación (Bridges y Hallinger, 1992;Duffy, 1994), en Escuelas de Arquitectura, Ingeniería, Facultades de Derecho y de Trabajo Social (Boud y Felleti, 1991) y también en el contexto de la enseñanza primaria y fundamentalmente, secundaria (Barrows y Myers, 1993).…”

Section: El Modelo Del Aprendizaje Basado En Problemas (Abp)unclassified

Aplicando la metodología del aprendizaje basado en problemas en la asignatura de Gestión Cultural: un modelo alternativo de evaluación

Andrés

Vlachopoulos²

2012

RIEOEI

View full text Add to dashboard Cite

Las directrices del Espacio Europeo de Educación Superior (EEES) hacen necesario el replanteamiento de muchos de los modelos evaluativos actuales. Este artículo presenta un modelo de evaluación alternativa aplicado en la asignatura de Gestión Cultural del grado de Humanidades en la Universidad Autónoma de Barcelona. Dicho modelo está basado, fundamentalmente, en los procesos metodológicos descritos como un continuum de formatos evaluativos racionalmente ensamblados y puede ir desde respuestas simples construidas por los estudiantes, a demostraciones o a colecciones de trabajos recogidas a lo largo de un período determinado. Con la idea de motivar la discusión entre investigadores e instituciones sobre las posibilidades que nos ofrecen los modelos alternativos de evaluación se presenta dicha experiencia aplicada durante el segundo semestre del curso 2009-2010.

show abstract

“…In German‐speaking countries, PBL is considered to be the most important pedagogical innovation (Markowitsch, Messerer, & Prokopp, 2004, p. 90). For a review of PBL in business education, see, for example, Milter and Stinson (1995), Savery and Duffy (1996), and Zumbach (2003). For an earlier example of PBL in Operations Management, see Kanet and Barut (2003).…”

Section: Applying Problem‐based Learning In Supply Chain Management Tmentioning

confidence: 99%

Using a Supply Chain Game to Effect Problem‐Based Learning in an Undergraduate Operations Management Program

Kanet

Stößlein

2008

Decision Sci J Innov Edu

View full text Add to dashboard Cite

Educating Leaders For The New Competitive Environment

Cited by 35 publications

References 4 publications

Imperative of Leadership Education in Africa's Quest for Global Development Space

Imperative of Leadership Education in Africa's Quest for Global Development Space

Aplicando la metodología del aprendizaje basado en problemas en la asignatura de Gestión Cultural: un modelo alternativo de evaluación

Using a Supply Chain Game to Effect Problem‐Based Learning in an Undergraduate Operations Management Program

Contact Info

Product

Resources

About