Leadership Learning through Student-Centered and Inquiry-Focused Approaches to Teaching Adaptive Leadership

Students (N = 313) in undergraduate leadership degree programs at Texas A&M University were surveyed to determine their leadership mindset using hierarchical and systemic thinking preferences. Significant differences in thinking were found between gender and academic classification. Male leadership students scored greater in hierarchical thinking than females. Seniors, leadership students typically in their last semester of studies, scored significantly lower in hierarchical thinking than juniors. Findings indicate formal leadership coursework influences students' leadership mindsets.

Section: Literature Review and Conceptual Frameworkmentioning

confidence: 99%

Mindsets of Leadership Education Undergraduates: An Approach to Program Assessment

Ho¹,

Odom²

2015

“…The use of the term case-in-point, however, can be confusing. Although the pedagogy is recognized by the literature (Green, 2011;Guthrie & Jenkins, 2018;Haber-Curran & Tillapaugh, 2013;Jenkins, 2018;Kniffin et al, 2017;Pianesi, 2013), the specifics around what this pedagogy entails varies.…”

Section: Case-in-point Pedagogymentioning

confidence: 99%

Understanding the Impact of Case-in-Point Courses in Graduate Leadership Programs

Weng¹,

Hubbard²

2022

There exists a variety of programs designed to prepare future leaders. In the arena of graduate programs in leadership, the International Leadership Association (2020) provides over 350 programs in their database.Guthrie and Jenkins (2018) have outlined dozens of strategies for leadership education that are utilized in degree programs. As such, there exists a need for informed choices when experiential learning pedagogies are incorporated in leadership education curriculum. One methodology, known as case-in-point, was designed at the Harvard Kennedy School to teach adaptive leadership (Heifetz & Linsky, 2017). There lacks empirical research in demonstrating the effectiveness and impact of case-in-point pedagogy. This qualitative study explored the perceived impact of 12 alumni who took a case-in-point course embedded in a leadership master's program across a decade. Alumni's retrospective experiences were collected to understand the impact the course had on them during the time they were in their leadership program and the impact of the learning for their professional lives. Key themes that emerged from the participants included increased levels of awareness in race and power dynamics, an increased use of self-as-instrument, awareness of relationships to authority, and shifts in views of leadership. All participants viewed the case-in point pedagogy as powerful or positive after having graduated from the program despite many recollections of mixed or negative experiences during their time in the course/s. Implications of the findings suggest important considerations relating to scaffolding and proper processing to enhance or improve outcomes for case-in-point pedagogy designed to enhance leadership ability.

“…CIP is supported by recent developments in the neuroscience of learning (Zull, 2011), "sticky teaching" (Heath & Heath, 2007), and more specific work on learning leadership practice (Seger & Bergsten, 2013;Haber-Curran & Tillapaugh, 2013). Advocates defend CIP instructors' ability to bring "reality and aliveness into the classroom" (Cox, 2011, para.…”

Section: Introductionmentioning

confidence: 99%

“…Currently, the main source of information for faculty is Sharon Daloz Parks' (2005) book Leadership Can be Taught, a report on her extended observation of Ronald Heifetz's work at Harvard University's Kennedy School of Government. One recent study examines student experiences (Haber-Curran & Tillapaugh, 2013), while a few others justify it as an alternative for leadership instruction (Seger & Bergsten, 2013;Bright, Turesky, Putzel, & Stang, 2012).…”

Section: Introductionmentioning

confidence: 99%

Walking the Razor’s Edge: Risks and Rewards for Students and Faculty adopting Case in Point Teaching and Learning Approaches

Wildermuth¹,

Smith-Bright²,

Noll-Wilson³

et al. 2015

Case in Point (CIP) is an interactive leadership development method pioneered by Ronald Heifetz. CIP instructors follow a fluid class structure, in which group dynamics and student concerns become catalysts for learning. CIP proponents defend the method's potential to help students experience real life leadership challenges. To date, however, very limited research exists on the effectiveness and risks of the CIP. This case study research explored the risks and rewards of CIP as experienced by a professor and her students in two courses. The first case was a graduate course at a liberal arts college. The second case was an undergraduate course at a large public institution. Results revealed considerable variability in student experiences. Students in the graduate course were divided. While some strongly supported the instructor and the CIP method, others felt alienated and lost. Students in the undergraduate course clearly enjoyed the experience, dealing well with uncertainties and frustrations and forging strong bonds among each other and with the professor. CIP instructors, therefore, may need to manage an uneven environment. Risks include student frustration, increased conflict, and instructor exhaustion. Rewards include helping students experience leadership challenges and creating a close to real life environment. Instructors are urged to consider the ethical implications of CIP and to seek university and peer support.