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Collaborative Leadership Learning Groups in Veterinary Graduate Education: A Practice-Based Approach to Leadership

Ron Orchard1, Brooke Davis1, Brandon Kliewer2

  • 1College of Veterinary Medicine, Kansas State University, Manhattan, Kansas, USA.

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Summary

This study introduces collaborative leadership learning groups (CLLGs) in graduate veterinary education, shifting focus from technical skills to relational leadership capacity. The approach uses team interactions as a learning case for leadership development.

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Area of Science:

  • Veterinary Education
  • Leadership Development
  • Organizational Behavior

Background:

  • Professional graduate programs often emphasize technical skills over collaborative leadership.
  • There is a need for pedagogical approaches that foster relational and collaborative leadership capacity.
  • Existing leadership education frameworks may not fully address the practical, emergent nature of leadership.

Purpose of the Study:

  • To describe the integration of collaborative leadership learning groups (CLLGs) into a graduate veterinary course.
  • To explore the application of leadership-as-practice development (LAPD) frameworks in professional education.
  • To provide practical implications for educators aiming to embed LAPD into graduate curricula.

Main Methods:

  • Integration of CLLGs into a graduate veterinary course on shelter operations consultation.
  • Utilizing the consultation team's interactions as the primary case for leadership learning, based on LAPD.
  • Situating CLLGs within practice-based leadership pedagogies, including a comparison with the OPPT-in method.

Main Results:

  • The study details a novel approach to leadership education within a specific veterinary context.
  • The findings highlight the potential of using team dynamics as a direct learning tool for leadership.
  • The article discusses the practical application and adaptability of LAPD frameworks in graduate settings.

Conclusions:

  • CLLGs offer a viable method for developing collaborative leadership capacity in professional graduate programs.
  • Integrating LAPD frameworks can enhance leadership education by focusing on practice and relational skills.
  • This model provides a practical framework for educators to foster leadership development beyond technical expertise.