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Redefining leadership education in graduate public health programs: prioritization, focus, and guiding principles

Jennifer A Lachance¹, Jeffrey S Oxendine

¹Both authors are with the Center for Health Leadership, School of Public Health, University of California, Berkeley. Jennifer A. Lachance is also with the Doctor of Public Health program, School of Public Health, University of California, Berkeley. Jeffrey S. Oxendine is also with the Center for Public Health Practice, School of Public Health, University of California, Berkeley.

American Journal of Public Health

|February 24, 2015

Abstract:

Public health program graduates need leadership skills to be effective in the complex, changing public health environment. We propose a new paradigm for schools of public health in which technical and leadership skills have equal priority as core competencies for graduate students. Leadership education should focus on the foundational skills necessary to effect change independent of formal authority, with activities offered at varying levels of intensity to engage different students. Leadership development initiatives should be practice based, process focused, interdisciplinary, diversity based, adaptive, experimental, innovative, and empowering, and they should encourage authenticity. Leadership training in graduate programs will help lay the groundwork for public health professionals to have an immediate impact in the workforce and to prioritize continuous leadership development throughout their careers.

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