The Journal of Leadership Education Special Issue: Learning in Leadership Education Guest Edited by
Marilyn J. Bugenhagen, Marian University, Wisconsin ([email protected]
) Education is a process where an individual receives or gives systematic instruction. Learning, however, is not education. Learning involves the action of requiring new, or modifying and reinforcing, existing knowledge, behaviors, skills, values, or preferences as well as synthesizing different forms of information. Learning is contextual and does not happen all at once. Learning produces change that may be conscious and unconscious. In educational organizations, demonstrating accountability for learning is becoming important to curriculum design, course outcomes, and degree outcomes. The mark of an educated leader is demonstrated by what knowledge they possess, their skills and abilities, and their character. As leadership educators, it is imperative that we can demonstrate the leadership learning has occurred. _________________________________________________________________________________ Submit theoretical and empirical papers; resource reviews; teaching methods; and conceptual papers on learning leadership. A symposium of guest articles on learning leadership will be part of the issue. Consider some of the following questions:
How do theories of teaching inform our understanding of the dynamic nature of learning leadership?
What do new studies on learning reveal about the ways leaders (and students) learn?
Does the traditional measurement of course activities sufficiently capture how leadership is learned?
What are the methods for measuring non-classroom leadership learning and its impact?
What key insights on leadership learning can we draw from current patterns of publishing under the topic of ‘leadership education?’
What are the key antecedents to teaching leadership? Antecedents to learning leadership or to lead?
What are the implications for learning leadership in different settings?
What knowledge and skills are needed to teach leadership that demonstrates learning? How are curricula designed in leadership education programs for learning?
What are the characteristics of those who ‘teach leadership’ and what impact might this have in leadership learning?
How do the identities of leadership educators shape leadership education?
Can you learn to lead through multiple teaching modalities? What impact or difference?
Description and analysis of teaching resources and innovations, such as films, exercises, etc. in leadership education. Particular focus should be given to the potential of pedagogical tools to catalyze transforming learning. What are successful curricular examples of leadership learning in undergraduate, graduate, and executive leadership education programs? What are extant challenges?
Manuscript Submission Guidelines: Please visit the JOLE website at http://journalofleadershiped.org/index.php/information-for-
Timeline: Theoretical and empirical papers addressing the above questions are invited for the special issue that will be published in November 2015. The deadline for submitting manuscripts through the online submission system is July 1, 2015. Please note upon submission in the comment section that your manuscript is to be considered for the special issue. Inquires about the special issue can be addressed to the special issue editor.