Section 2: Context

Leaders: Kathleen Patterson, Kevin Arnold

 

  1. Guiding questions: Based on discussions at the 2007 ILA conference, we propose the following questions with which to guide the collection of relevant expertise and experience on how context impacts leadership programs.
  2. Matrix:  This matrix outlines the intersection of the other areas of the 'Guidelines' effort with 'context'.  It is our hope that the submitted contributions made to understanding the impact of context on leadership programs will also collectively fill-in the numerous ways in which these areas combine and contribute to the overall landscape of leadership programs.
  3. From previous discussion, with thanks to Dotti Jones, the following list of potential learning contexts was developed and may contribute to an appreciation for the range of program contexts we desire to explore:

 

 

Guiding questions: Based on discussions at the 2007 ILA conference, we propose the following questions with which to guide the collection of relevant expertise and experience on how context impacts leadership programs.

 

 

 
1.  How does 'place' as defined by physical, professional, political and/or cultural identity impact leadership programs?
 
2. Are there narratives to be shared that enlighten the impact of context on the development or evolution of leadership programs? i.e. what happened?
 
 
3.  For programs in academic settings, how does disciplinary or organizational context impact the leadership program?
 
  
4. For programs in organizational settings such as corporate, community, organizational…how does context impact leadership program?
 
 
5. How does delivery setting impact leadership programming and vice versa?
 
  
6. How does alignment with organizational vision and mission impact your leadership program?
 
  
7. How does your global setting impact leadership programming?

 

 

Matrix:  This matrix outlines the intersection of the other areas of the 'Guidelines' effort with 'context'.  It is our hope that the submitted contributions made to understanding the impact of context on leadership programs will also collectively fill-in the numerous ways in which these areas combine and contribute to the overall landscape of leadership programs.

 

Sections in             Guidelines Manual Context:  University-based graduate degree programs Context:  University-based undergraduate degree or certificte programs Context:  Leadership Development: Training/Consulting in Community and/or School Settings Context:  Leadership Development: Training/Consulting in Private Practice Institutional or Disciplinary Contexts and Needed Additions
           
Conceptual Framework: Criteria Needed for Specific Contexts          
Content or Knowledge Base of Leadership Programs: Additions to Generic Knowledge Base           
Teaching and Learning: Pedagogy or Andragogy Necessary for Specific Contexts          
Outcomes: Additional Pieces Necessary for Specific Contexts          
Assessments: Additional Pieces Necessary for Specific Contexts          

 

From previous discussion, with thanks to Dotti Jones, the following list of potential learning contexts was developed and may contribute to an appreciation for the range of program contexts we desire to explore:

 

 

For-profit

Not-for-profit

Education

Politics

Community

Social Change

 

 

Identity

 

Gender

 

Culture

Socio-economic

Regional

National

 

Conceptual

Theoretical

Religious and spiritual

 

Emerging worlds

Political

21st Century

Virtual

Followership

 

Academic

Graduate

Undergraduate

Co-curricular

Curricular

Practice and experience

On-line, on ground, and distributive

 

 

 

 

 

 

 

 

Your contacts for this particular section:

 

 

Kevin Arnold                                    Kathleen Patterson

Kravis Leadership Institute               Global leaership & Entrepreneurship

Claremont McKenna College             Regent University           

KArnold@cmc.edu                            kathpat@regent.edu

909-607-2967                                  757-226-4765

 

 

 

 

 

 

 

 

Living/working


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