The Relevance of Four Types of Knowledge for Leader Preparation in Radically Different Settings: Reflections on Data from a Case Study in Qatar and Teaching at a United States Military Academy

Abstract

Abstract. Based on our experiences at a military service academy and the study of leadership informing administrators in overseas branch campuses, we propose a link between conceptual leadership development in these learning environments and the relevance of the four types of knowledge -declarative, procedural, contextual, and somatic for educational administrators and leadership educators. Demonstrating an appropriate and experiential frame of reference through application of the knowledge types can help inform students and educational leaders about contextual applications of leadership and affect leadership development in diverse educational settings. Our paper also discusses application challenges and impact on future learning environments. Through examination of the chosen environments we maintain that effective leader development requires a balance between institution-centered experiential exercises and learner-centered pedagogy based on the contextual learning environments explored.

Qualifying and Modeling Three Dimensions of Knowledge “mise en scène” in a College Space Tweeting Environment

“…Our view of classi cation is encased with the information that was used in creating the additional layer of knowledge which is speci c to the knowledge producer. Whereas Bakken and Dobbs (2016) exhibited expressed internal knowledge, our position is rooted in created external knowledge that is reusable.…”

“…print (Data_Object.Social_Activities[6].Customs&Traditions [1]); "I took a lot of pictures during the dance". print (Data_Object.Social_Activities[6].Customs&Traditions [2]); "I went with my friends Dave and Becky".…”

Tackling the behavioural antecedents of knowledge production: research culture, behavioural intentionality and proactive agenda setting by scholars in Africa

“…As Bakken and Dobbs (2016) note, academic disciplines are characterised by a knowledge base that contextualises both consensual and oppositional debate by its members. In essence, those who produce knowledge are engaged in systematising the declarative, procedural, contextual, and somatic knowledge of people and societies across time and space.…”