Frameworks for Strategic Leadership

I suggest two frameworks that may improve understanding of strategic thinking, strategic decision making, and strategic leadership. The first I call the Epistemology Framework. The second which was described and continues to be promoted by David Snowdon and colleagues is the Cynefin Framework

Leadership Doctorates Newsletter: Volume 6, Number 1 (Special Issue)

In this Issue: Community Wicked Problem Jefferson Containing System Leadership Doctorates Strategic Approach Continuation of Learning Your Stakeholder Contributions Attending Class Communicate, Communicate, Communicate Going Forward Leading Idea

Strategic Leadership Newsletter: Volume 4, Number 2

Jefferson Strategic Leadership Newsletter reports information relevant to the Jefferson (Philadelphia University + Thomas Jefferson University) Doctor of Management Program in Strategic Leadership (DSL) and its community including personal and professional events and accomplishments, new practices, research, opportunities, and suggestions

Strategic Leadership Newsletter: Volume 3, Number 4

Jefferson Strategic Leadership Newsletter reports information relevant to the Jefferson (Philadelphia University + Thomas Jefferson University) Doctor of Management Program in Strategic Leadership (DSL) and its community including personal and professional events and accomplishments, new practices, research, opportunities, and suggestions. You are encouraged to forward the Newsletter to friends and colleagues to expand awareness and to brand yourself as a community member. You are also invited to recommend people or organizations to be added to the mailing list. Contact Jefferson Strategic Leadership Newsletter by emailing [email protected]

Leadership, Contexts, and Learning - Part 1. Leadership Definitions and Themes

In two parts this paper examines how leadership is understood, taught, and anticipated to be learned in undergraduate, graduate, and executive education programs. Part 1 introduces the challenges of defining leadership then presents three taxonomies or themes representing the prevailing leadership models, theories, and practices. I then introduce a fourth theme derived from a broader understanding of context, particularly differences between challenges that are complicated and complex. This informs an expanded context-definition of leadership for which examples of leadership characteristics and proficiencies from a complex systems perspective are presented. Part 2 is presented as a separate essay. It discusses the assumptions, expectations and relationships among learners, instructors, context, and content from which teaching and learning approaches have emerged. Pedagogy is most common, andragogy is increasingly appropriate for the changing demographics of higher education, and heutagogy is urged for adult learners in higher levels, particularly doctoral and applied executive leadership learning programs. I then describe leadership curricula and using a woven strands metaphor I propose courses appropriate for undergraduate, master, and doctoral leadership programs. I conclude that integrating the four themes, three teaching and learning approaches, and suggested courses co-produce enhanced understanding of the complex topic of leadership. I also conclude that higher education institutions must understand if they wish to teach about leadership or enable participants to learn and develop competencies and proficiencies of leadership before they promote the effectiveness of their face-to-face, virtual/digital, and hybrid delivery channels. Overview In this first essay, I review arguments about the nature and importance of leadership. I then summarize three prevailing taxonomies or influence themes from which are derived most leadership models and theories. These themes primarily focus on traits, styles, skills, and behaviors the last three of which are commonly presented as competencies. As suggested by Morrill (2007[i]) these themes concern (1) indirect patterns of influence, (2) direct patterns of influence, and (3) patterns of relationships also referred to as relational leadership. [i] Morrill, R. L. 200). Strategic leadership: Integrating strategy and leadership in colleges and universities. In partnership with American Council on Education. Lanham: Rowman & Littlefield

Leadership, Contexts, and Learning - Part 2. Theories of Learning, Channels, and Curricula

In this second of a two-part essay (see Starr (2020a1) for part 1) a systems-informed discussion of learning leadership is presented. I review the components of a system which consist of inputs, transformation, outputs, feedback and contextual environment, and argue that from a system perspective learning leadership emerges from interactions among elements particularly contextual variables. The concept of context is expanded to include the theory of learning applied, i.e., pedagogy, andragogy or heutagogy, and the communication channel used, i.e., face-to-face, virtual/online, or hybrid/blended. Learning leadership is also influenced by environmental context variables such as threats to health and safety, financial and economic losses, political polarization, and cultural characteristics. The paper concludes with examples of how a systems approach can be used to select leadership content followed with examples for prototypical undergraduate, master and doctoral leadership courses

Rethinking Executive Education: A Program for Responding to Sudden Disruptions Caused by Dynamic Complexity

Lately, many social systems (i.e., countries, organizations and projects) are experiencing adverse situations that are characterized as “dynamic complexity.” These situations usually co-produce disruptions in the day-to-day operations as a result of which many social systems become partially extinct. We posit this is because these situations are not clearly recognized by those who are empowered to deal with them. In this paper we propose a new and updated approach to executive education that takes into account the prevalence of dynamic complexity caused by massive changes in the nature of the internal and external environments of a system. We argue that the educational requirements necessary to prepare leaders who have the cognitive capacity to steer through the “perfect storm,” are very different from leading in simple and stable contexts. We suggest that this proficiency emerges from the interaction of relevant skills, accessed experience, knowledge and understanding of the situation, practical wisdom and sound judgment, and relevant personality attributes. We present a model with a multi-layered approach to executive education which addresses how the ability to rapidly assimilate, sort through, and comprehend vast amounts of data/information in order to make the right decisions depends on approaches to learning, knowledge of critical concepts, particularly systems thinking as a mindset/filter, and knowledge of enabling IT

Designing a Strategic Plan for the Jefferson Center for Interprofessional Practice and Education (JCIPE)

https://jdc.jefferson.edu/jscpsposters/1007/thumbnail.jp

Leadership Doctorates Newsletter: Volume 5, Number 4

In this Issue: Program Re-Envisioning Faculty Award 3rd Annual Applied Research Methods Learning Exchange Conference Wilkes-Barre Project Annual Meeting and Call for Papers Jefferson Digital Commons 2019-2020 DSL Dissertation Candidates and Titles Horse and Carriage Project Community Updates and Scholarship At This Holiday Seaso

Leadership Doctorates Newsletter: Volume 8, Number 1

In this issue: Reminder: Our Name Dr. Jim Plummer Rev. Dr. Valerie Andrews Dr. Bibi R. Khan Strategic Leadership in the Press Again Dr. Joy Azikiwe Mark Pisacane Dr. Scott Koerwer Rev. Sung-Won Paek Uploaded 2021 DMgt Dissertations DMGT Candidates and Dissertation Topics Photo Galler