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How Academic Disciplines Approach Leadership Development.

Susan R Komives1, Matthew Sowcik2

  • 1University of Maryland.

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Summary
This summary is machine-generated.

This chapter examines U.S. higher education leadership programs, focusing on how leadership learning outcomes align with institutional missions and academic disciplines for tailored development.

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Area of Science:

  • Higher Education Studies
  • Leadership Development
  • Curriculum Design

Background:

  • Higher education institutions in the U.S. increasingly offer leadership education programs.
  • There is a need to understand the alignment between leadership learning outcomes and institutional missions.
  • Academic disciplines require specific considerations for context-based leadership development.

Purpose of the Study:

  • To review the role and impact of U.S. leadership education programs in higher education.
  • To analyze leadership learning outcomes in relation to institutional missions.
  • To explore considerations for academic disciplines in delivering context-specific leadership development.

Main Methods:

  • Literature review of existing leadership education programs in U.S. higher education.
  • Analysis of institutional mission statements and their connection to leadership development goals.
  • Examination of pedagogical approaches for context-specific leadership training within academic disciplines.

Main Results:

  • Leadership education programs vary in their integration with institutional missions.
  • Effective leadership learning outcomes are often tied to discipline-specific contexts.
  • Challenges exist in standardizing leadership development across diverse academic fields.

Conclusions:

  • U.S. leadership education programs should more closely align learning outcomes with institutional missions.
  • Context-specific leadership development within academic disciplines is crucial for relevance and impact.
  • Further research is needed on best practices for integrating leadership education across higher education.