000			01920naa a2200181uu 4500
001			8735
003			OSt
005			20190211154536.0
008			021128s2002 xx ||||gr |0|| 0 eng d
100	1		_aHALLEY, Alexis A _94545
245	1	0	_aTeaching leadership as engaged 21st century social science : _ba portfolio of transition learning ecologies
260			_aNew York : _bMarcel Dekker, _c2002
520	3		_aThis 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	0	8	_tInternational Journal of Public Administration _g25, 9-10, p. 1035-1077 _dNew York : Marcel Dekker, 2002 _xISSN 01900692 _w
942			_cS
998			_a20021128 _bLucima _cLucimara
998			_a20100519 _b1620^b _cCarolina
999			_aConvertido do Formato PHL _bPHL2MARC21 1.1 _c8880 _d8880
041			_aeng