CALL FOR PAPERS - AEQ special feature on "Leadership education in the context of wisdom and worldviews", summer 2010, submission deadline: Feb 28, 2010 (feature editors: Dr. Thomas Mengel - tmengel@unb.ca - and Dr. John Valk - valk@unb.ca)

The need to adequately prepare and equip leaders is a 21st century global concern. Thus good leadership education is vital. Effective leadership education has a number of key components. Instructors play an important role in developing leaders and shaping the practice of leadership. Theoretical constructs, pedagogical theories, and curricular practices also play an important role in leadership education. Wisdom is another key component of effective leadership. Many courses, programs, curricula, and workshops are created – implicitly or explicitly – to teach young college students, adults, and practitioners how to lead wisely and effectively. But leadership education is also greatly influenced by, designed from and implemented within particular worldview perspectives. These perspectives vary according to religious and secular beliefs, values and principles; cultures and regions; traditions and practices.

The purpose of this special issue is to provide a forum to share knowledge and pedagogy used to teach others theories and practices of leading and leadership, particularly within the context of various wisdom traditions and worldview perspectives. In so doing, authors are encouraged to address any of the following:
• What is the role of wisdom and worldviews in developing leaders, in reflecting on leadership, and in shaping the practice of leadership?
• What is the relationship between wisdom and wisdom traditions in leadership education?
• What theoretical constructs are taught to (future) leaders? How are those theoretical concepts taught?
• What is the role of instructor or professor in developing leaders and shaping the practice of leadership?
• What pedagogical theories and practices are used to teach others to lead? What sorts of pedagogical theories ought to drive our teaching and why?
• How are theories and practices of leading and leadership linked? How do instructors relate leadership theory to practice in their lessons and assignments?
• What questions should we ask, and what expectations should we have, of future leaders from worldview perspectives such as modernism, post-modernism, constructivism, deconstructivism, theism, humanism, capitalism?
• What questions should we ask, and what expectations should we have of future leaders from various religious and secular wisdom traditions?
• What sorts of activities or exercises are used in the classroom or over the Internet to develop leaders, and from what theoretical pedagogical grounding? How are these activities, projects or exercises evaluated?
• What worldviews influence particular theoretical constructs? What pedagogical theories and practices result from these?
• What questions should leadership educators ask of their work and scholarship?
• What cross cultural similarities and/or differences arise in teaching others to lead from various disciplines, wisdom traditions and worldview perspectives?
• What disciplinary perspectives impact teaching others to lead?
• What can we learn from each other about teaching to lead?
• What is “teaching leading” pedagogy from historical, literary, business, anthropological, educational, or biological perspectives?
• Can we type various worldview perspectives and wisdom traditions in leadership education?
• What worldview perspectives and wisdom traditions are at play in leadership and leadership education? What is the interplay between those perspectives and traditions on the one hand and leadership and leadership education on the other?

Who May Submit:

The purpose of this feature is to provide a forum for scholars, professors, and staff developers from various disciplines to share the knowledge and pedagogy (theory and practice) used to teach others the theories and practices of leading and leadership, particularly in the context of various traditions of wisdom and worldviews. Authors are encouraged to submit any of the following: thought pieces grounded in scholarship; explication of learning activities grounded in leadership theory and pedagogical theory; two authors taking different sides of a particular pedagogical argument related to leading and leadership development; examples of student work and its relation to pedagogical and leadership theory; leadership/leading curricula and its relationship to theory and practice; teaching and the building of teams; leading as a team-mate, shared leadership, partner-leadership. The above are general suggestions; thoughtful, articulate scholarship is encouraged that expands the knowledge base of how we teach and develop leaders for 21st century positions of leadership within the context of various wisdom traditions and worldview perspectives. Please identify your submission with keyword: LEADERSHIP-2

Submission deadline:

Any time until the end of February 2010; see details for other deadline options like early, regular, and short.
Early submission offers an opportunity to be considered for Editors' Choice Submission Procedure:
http://rapidintellect.com/AEQweb/rufen1.htm
http://www.rapidintellect.com/AEQweb/5lead.htm

Hi all,

As a result of the first workshop in Lancaster and the discussions about an over reliance on industry accreditation in some project management courses, I am about to start a DBA to investigate this.

I am hoping to review all UK masters project management degrees to determine whether the ones which carry accreditation (a) attract more students (student motivations for selecting courses) and (b) place more students in project management careers (alumni tracking and employer expectations of graduate project managers).

Naturally there are other underlying issues such as the role of higher education - is it about training for work or stimulating creativity, intellect and transferable skills to enable students to work? The nature of teaching / delivery on the various degrees - who are the facilitators - industry experienced or academics? The expectations / motivations of the HEIs - academic endeavour or financial return? ...

Hopefully the research will provide some added consideration for the latter as accreditation is not cheap. Should the research show that students and / or employers are not overly selective when choosing institutions / graduate employees then perhaps HEIs could re-evaluate their position and redeploy their funds elsewhere?

One of the biggest restrictions in research is access to information and people and in this regard, I find the workshops a great environment to network and provide a wealth of information regarding current theories as well as teaching practice and ideas. Also, the online list of degree courses is proving a great resource to me in this area and I hope that it continues to grow.

I am keen to develop links and contact with anyone whether you teach on a project management degree (in any discipline) or just have experience in HE and knowledge of related issues and theories, all are welcome.

Thanks,
Paul

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