Daniels Michael, Perkins Joshua
Higher Education Administration and Student Affairs Program, Kent State University, Kent, Ohio, USA.
CARES Center, Kent State University, Kent, Ohio, USA.
New Dir Stud Leadersh. 2024 Sep;2024(183):33-42. doi: 10.1002/yd.20621. Epub 2024 Aug 25.
Leadership learning frequently overemphasizes teaching, while undervaluing how students acquire leadership knowledge, skills, and abilities (Barr & Tagg, 1995; Fink, 2013). This article discusses the value of grounding leadership learning processes in a framework unique to leadership learning (Guthrie & Jenkins, 2018). Specifically, we advocate for the leadership learning framework (LLF) with an emphasis on leadership knowledge in practice. The authors share an overview of a practical approach toward leadership learning and offer a praxis model. Additionally, we offer a critical analysis of several instructional and assessment strategies, including peer facilitations, classroom learning, and rubrics. We share recommendations and implications for practice around leadership knowledge in pedagogical practice. Lastly, the authors provide their own examples of leadership knowledge in practice from their work.
领导力学习常常过度强调教学，却低估了学生获取领导力知识、技能和能力的方式（巴尔和塔格，1995；芬克，2013）。本文探讨了将领导力学习过程建立在领导力学习独特框架中的价值（格思里和詹金斯，2018）。具体而言，我们提倡领导力学习框架（LLF），强调实践中的领导力知识。作者概述了一种领导力学习的实用方法，并提供了一个实践模型。此外，我们对几种教学和评估策略进行了批判性分析，包括同伴辅导、课堂学习和评分标准。我们分享了在教学实践中围绕领导力知识的实践建议和启示。最后，作者提供了他们工作中实践领导力知识的自身例子。
