支持教师领导力发展的多机构领导圈案例研究。

IF 3.8 4区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

American Journal of Pharmaceutical Education Pub Date : 2024-09-19 DOI:10.1016/j.ajpe.2024.101290

Kristin K. Janke , Kathryn J. Smith , Michael H. Nelson , Federico Facciolo , Jungeun Lee , Kem P. Krueger , Whitney D. Maxwell , Jennifer D. Robinson

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引用次数: 0

摘要

目的领导力圈（LC）是一个多机构领导力发展项目，它超越了传统的研讨会，使参与者能够应对现实世界中的学术领导力挑战：方法：领导力圈的目标包括应对领导力挑战、应用领导力框架、提供反馈、寻求建议和拓展网络。领导力课程的参与者是从美国学术委员会领导力发展特别兴趣小组中招募的，由曾经参加过领导力课程的教师召集。虚拟小组磋商涉及每个环节的轮流指定角色。为了收集对支持 LC 运作和成果的机制的观察结果，采用了案例研究方法，并进行了正式评估，包括与六位 LC 顾问进行了两次焦点小组讨论。焦点小组讨论记录采用演绎编码法和既定分类法进行分析，以确定结果，并采用主题分析法确定主题：在 2022-2023 学年期间，共有来自 33 所院校的 37 名成员参加了六个 LC 会议。会议涉及在真实、复杂、情绪化的情况下应用概念，使成员们能够分享挑战、寻求建议并看到立竿见影的效果，从而增加了他们对领导力框架的投入和实际应用（主题 1）。虚拟形式促进了关系的建立，并在具有成本效益的环境中快速学习（专题 2）。成员表现出的脆弱性和持续投入程度令 LC 顾问感到惊讶（主题 3）。结论：据报告，领导力发展中心是领导力发展的一种便捷、吸引人和灵活的方法。意料之外的成果包括发展了相互支持的持久关系。

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A Case Study of Multi-Institutional Leadership Circles to Support Faculty Leadership Development

Objective

To explore anticipated and unanticipated outcomes of Leadership Circles (LC), a multi-institutional leadership development program that moves beyond traditional workshops and enables participants to tackle real-world academic leadership challenges.

Methods

LC goals included addressing leadership challenges, applying leadership frameworks, providing feedback, seeking advice, and expanding networks. LC participants were recruited from the American Association of Colleges of Pharmacy Leadership Development Special Interest Group and were convened by faculty who had previously participated in an LC. Virtual small group consultations involved rotating assigned roles for each session. To gather observations on the mechanisms that supported LC functioning and outcomes, a case study approach was used, and a formal evaluation was conducted, including 2 focus groups with 6 LC Advisors. Focus group transcripts were analyzed using deductive coding with an established taxonomy to identify outcomes and thematic analysis was used to develop themes.

Results

Six LCs totaling 37 members from 33 institutions met during the 2022–2023 academic year. Sessions involved applying concepts in real, complex, emotionally charged situations, enabling members to share challenges, seek advice and see immediate effects, increasing their investment and the practical application of leadership frameworks (Theme 1). The virtual format fostered relationship building and rapid learning in a cost-effective environment (Theme 2). Members demonstrated vulnerability and sustained commitment at a level that surprised LC Advisors (Theme 3). Cognitive, environmental, relationship and affect outcomes were identified.

Conclusion

LCs were reported as an accessible, engaging, and flexible approach to leadership development. Unanticipated outcomes included the development of supportive and enduring relationships.

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来源期刊

American Journal of Pharmaceutical Education 医学-学科教育

CiteScore

4.30

自引率

15.20%

发文量

114

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