Session Type: Panel Discussion Accepted by MIG(s): Development, Education Time Allotted: 75 Description: This panel focus will be on program aspects - such as innovative curricular design, unique hybrid delivery models, diverse and non-traditional student populations, assessment and evaluation measures — that offer lessons for those who are involved in planning and building leadership programs that transform. Abstract: Leadership programs abound but few transform. What can we learn from programs that can demonstrate that transformation occurs for all levels of participants as well as for the institutions themselves? What are the educative structures and practices that support and nurture personal and professional transformation? What teaching methods develop and sustain transformation? What forms of learning are most conducive to transformative leading? This panel will focus heavily on two examples. Referred to as a "paradigm shifting experiment in doctoral education" (Educause, 2007), Antioch University s PhD in Leadership Change demonstrates a successful transformation of doctoral study and in the course of doing so, it has transformed the lives of its students and the faculty involved. This experience raises significant questions about the design, delivery, and participants of programs whose mission and purpose is to support engaged scholarship, socially responsible practitionership, and reflective leadership. The other example is the Center for Creative Leadership’s Leadership Development Program (LDP), ranked among the top ten leadership development programs by both Business Week and the Financial Times. Since 1974, this feedback-intensive, assessment-for-development program has shaped the lives and careers of more than 3,500 participants each year at ten locations around the world. The LDP has defining features: “feedback is rich and comprehensive, content is challenging and relevant, multiple methodologies and activities are used, a safe and supportive learning environment is established, and assessment, challenge, and support are integrated” (McCauley & Van Velsor, 2004, p. 27). Development and change are experienced by many participants. While in-depth exploration of any particular program will inevitably highlight unique context-specific qualities, this panel focus will be on program aspects - such as innovative curricular design, unique hybrid delivery models, diverse and non-traditional student populations, assessment and evaluation measures - that offer lessons for those who are involved in planning and building leadership programs that transform. Among the most salient topics, the panelists will address ways to support geographically dispersed learning communities of practice, including the effective use of technology as a complement to residencies and intense mentoring. Panelists will explore the design of non-course based learning grounded in articulated learning outcomes that require students to develop skills of empowered learners. Another explicit aspect that panelists will address is the radical rethinking of faculty roles and responsibilities in ways that transform the learning experience and, at the same time, transform their work. And, finally, panelists will look explicitly at ways in which assessment of actual growth and development - scholarly and professional - occurs in both the academic setting and the executive leadership training program. Panelists from both institutions – Antioch University and the Center for Creative Leadership will share a range of evidence of personal, professional and institutional transformation drawn from observation, interviews, formative and summative assessment, qualitative and quantitative data, and personal reflection. Making meaning of this evidence and considering its applicability to other leadership programs - both academically based or workplace oriented - will be the focus of the post-presentation discussions. The intention will be to draw our lessons from these two cases that help inform the design, delivery, and assessment of leadership programs that have the capacity to transform the professional and personal lives of those involved. Abstract: Laura Santana, Center for Creative Leadership
Bio: Laura is a Senior Enterprise Associate for the Center for Creative Leadership (CCL) having dedicated over twenty years to facilitating CCL’s leader and leadership development programs in Latin America, Europe, US, and the Middle East. As a member of CCL’s Blended Learning Solutions team she was instrumental in piloting and implementing the system-wide web-based follow-through management system to increase transfer of classroom learning back to the workplace and to extend the learning community past the face-to-face portion of the development program. Her doctoral research leverages the use of post-classroom technology design to provide a lens on transformative leader development (human capital) and leadership development (social capital) with clients from the private, public, educational, military, and NGO sectors.
Abstract: Philomena Essed, Ph.D in Leadership and Change Program, Antioch University
Bio: Dr Philomena Essed is an international and interdisciplinary scholar with a deep interest in the combination of theory-practice. She is a Professor in Critical Race, Gender and Leadership Studies and core faculty, PhD program in Leadership and Change, Antioch University. She is the author of a number of seminal works in her field. Philomena is affiliated with Utrecht University's, Graduate Gender Program, and deputy member of the Dutch Equal Treatment Commission. Philomena participates in studies of identity and equity interventions in South Africa and support scholarship and policy efforts on behalf of women, immigrants and minorities in Europe and the United Sates.
Abstract: Lize Booysen, Ph.D in Leadership and Change Program, Antioch University
Bio: Lize is professor of Organisational Behaviour and Leadership and core faculty on the PhD program in Leadership and Change, Antioch University (USA). Her scholarship interest focuses on cross-cultural leadership, social identity and gender. She participated in the GLOBE 65-nations research project on leadership, national culture and organisational practices, steered by Wharton Business School, and is involved in the 12 nation Leadership Across Differences (LAD) research project steered by the Center for Creative Leadership CCL. Lize is also involved in studies of social identity in South Africa, where she taught for 20 years. Return to complete program |
