Opening Minds for a Career with Impact

IF 2.5 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Management Education Pub Date : 2024-01-04 DOI:10.1177/10525629231221494

Ans De Vos, Sofie Jacobs, Kathleen Vangronsvelt, Karen Wouters, Jan Beyne

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引用次数: 0

Abstract

This article provides an overview of the Global Leadership course, a 6-credit course integrated within the curriculum of all advanced master programs of Antwerp Management School and designed to align with the school’s overarching mission. The course challenges and facilitates students in developing their leadership as a basis for making career choices, explicitly framing it within a global perspective and focusing on sustainability. The course is built on the belief that career development should not occur in isolation. Rather, it should be interwoven within the societal context in which careers unfold, bringing opportunities and challenges. Concretely, students work in diverse cross-program groups on an Action Learning Project addressing one of the UN Sustainable Development Goals. Further, students follow a track within their program focused on personal development, culminating in the submission of a Personal Development Paper in which they integrate all course experiences as a basis for developing a vision of their career. Through this holistic approach, students develop career competencies beyond considering the “why, what, and how” of work but are stimulated to consider the broader societal context.

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开启思维，成就有影响力的职业生涯

全球领导力课程是安特卫普管理学院所有高级硕士课程中的一门 6 个学分的课程，其设计符合学院的总体使命。该课程挑战并促进学生发展领导力，将其作为职业选择的基础，明确将其纳入全球视角并关注可持续性。该课程建立在职业发展不应孤立进行的信念之上。相反，职业发展应该与社会环境交织在一起，为职业发展带来机遇和挑战。具体来说，学生在不同的跨项目小组中开展针对联合国可持续发展目标之一的行动学习项目。此外，学生还将在课程中学习以个人发展为重点的课程，并最终提交一份个人发展论文，在论文中，他们将所有课程经验整合在一起，以此为基础制定自己的职业愿景。通过这种全面的方法，学生除了考虑工作的 "为什么、做什么、怎么做 "之外，还能培养职业能力，并激发他们考虑更广泛的社会背景。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Management Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.10

自引率

14.30%

发文量

期刊介绍： The Journal of Management Education (JME) encourages contributions that respond to important issues in management education. The overriding question that guides the journal’s double-blind peer review process is: Will this contribution have a significant impact on thinking and/or practice in management education? Contributions may be either conceptual or empirical in nature, and are welcomed from any topic area and any country so long as their primary focus is on learning and/or teaching issues in management or organization studies. Although our core areas of interest are organizational behavior and management, we are also interested in teaching and learning developments in related domains such as human resource management & labor relations, social issues in management, critical management studies, diversity, ethics, organizational development, production and operations, sustainability, etc. We are open to all approaches to scholarly inquiry that form the basis for high quality knowledge creation and dissemination within management teaching and learning.