| 000 -LEADER |
|---|
| fixed length control field |
01920naa a2200181uu 4500 |
| 001 - CONTROL NUMBER |
|---|
| control field |
8735 |
| 003 - CONTROL NUMBER IDENTIFIER |
|---|
| control field |
OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
|---|
| control field |
20190211154536.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
|---|
| fixed length control field |
021128s2002 xx ||||gr |0|| 0 eng d |
| 999 ## - SYSTEM CONTROL NUMBERS (KOHA) |
|---|
| Koha Dewey Subclass [OBSOLETE] |
PHL2MARC21 1.1 |
| 041 ## - LANGUAGE CODE |
|---|
| Language code of text/sound track or separate title |
eng |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
HALLEY, Alexis A |
| 9 (RLIN) |
4545 |
| 245 10 - TITLE STATEMENT |
|---|
| Title |
Teaching leadership as engaged 21st century social science : |
| Remainder of title |
a portfolio of transition learning ecologies |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
|---|
| Place of publication, distribution, etc. |
New York : |
| Name of publisher, distributor, etc. |
Marcel Dekker, |
| Date of publication, distribution, etc. |
2002 |
| 520 3# - SUMMARY, ETC. |
|---|
| Summary, etc. |
This article explores four questions: (1) What are common themes in meaning among the term social science, engaged social science, leadership, and teaching? (2) What forces are driving the need to make progress teaching leadership as engaged social science? (3) What examples in the author's portfolio illustrate a search for such progress? (4) What lessons do we draw for a future scholarship of teaching? A conclusion from experience in three recent courses (congressional, naval, and private sector-virtual) is a hypothesis that leadership is an important integrative concept in the 21st century social and behavioral sciences, and that the need for leadership practices of a high order is increasing under conditions of hyperturbulent change. Such leadership can be facilitated through problem-based, student-centered learning ecologies that model requirements to deal with the complex demands of changing boundary conditions. These "courses as transition learning ecologies" will be key mechanisms for future diffusion and increase of knowledge. An implication is to question the impact of this reasoning on the status of the public administration field as a social science. We are at the very early stages of learning how to fultifill these requirements |
| 773 08 - HOST ITEM ENTRY |
|---|
| Title |
International Journal of Public Administration |
| Related parts |
25, 9-10, p. 1035-1077 |
| Place, publisher, and date of publication |
New York : Marcel Dekker, 2002 |
| International Standard Serial Number |
ISSN 01900692 |
| Record control number |
|
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Koha item type |
Periódico |
| 998 ## - LOCAL CONTROL INFORMATION (RLIN) |
|---|
| -- |
20021128 |
| Operator's initials, OID (RLIN) |
Lucima |
| Cataloger's initials, CIN (RLIN) |
Lucimara |
| 998 ## - LOCAL CONTROL INFORMATION (RLIN) |
|---|
| -- |
20100519 |
| Operator's initials, OID (RLIN) |
1620^b |
| Cataloger's initials, CIN (RLIN) |
Carolina |
