Graduate leadership education for dynamic human systems
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ArticlePublisher: 2002Subject(s): Change
| Curriculo | Experience | Leadership | Learning | Managemetn Education | Models | Organizational LearningManagement Learning 33, 3, p. 349-369Abstract: As a global flux reshapes organizational life, demands on organizational leadership are shifting radically. This article reviews the trends in recent calls for revision of management education and presents a fundamentally different perspective with related design principles that hold promise for addressing the new leardership challenges in turbulent environments. This systemic approach to leadership education for organizational change leaders and consultants foster attunements to social processes in the collaborative development of productive organizational contexts, the effective use of theory-in-practice, expertise for learning-in-action, and requisite self-knowledge. Educational programmes evolving with dynamic postmodern organizational realities are, by definition, incongruous with the underlying traditional operating assumptions of the university. The challenge of negotiating this paradigmatic interface is also discussed
| Item type | Current location | Collection | Call number | Status | Date due | Barcode |
|---|---|---|---|---|---|---|
| Periódico | Biblioteca Graciliano Ramos | Periódico | Not for loan |
As a global flux reshapes organizational life, demands on organizational leadership are shifting radically. This article reviews the trends in recent calls for revision of management education and presents a fundamentally different perspective with related design principles that hold promise for addressing the new leardership challenges in turbulent environments. This systemic approach to leadership education for organizational change leaders and consultants foster attunements to social processes in the collaborative development of productive organizational contexts, the effective use of theory-in-practice, expertise for learning-in-action, and requisite self-knowledge. Educational programmes evolving with dynamic postmodern organizational realities are, by definition, incongruous with the underlying traditional operating assumptions of the university. The challenge of negotiating this paradigmatic interface is also discussed
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