Leadership Development

Misyurov D.A. Dialectical formulas based on the binary notation as the development formulas // Credo New. 2012. №2

by Dmitry Misyurov

The article suggests dialectical formulas based on the binary notation as the development formulas: formula with... more The article suggests dialectical formulas based on the binary notation as the development formulas: formula with dominant and the non-dominant elements; universal formula; formula with symbolic weight of elements; tautological formula. For example, it suggests an opportunity to use the dialectical formulas for modeling and artificial intelligence creation, etc.

Are leaders born or bred?

by Nigel Newton

Published in TES Newspaper on 9 June, 2006

What makes a great leader in education? Can Principal academies transform college management?

Are the... more What makes a great leader in education? Can Principal academies transform college management?

Are the unsung leaders of education not the teachers?

The missing reciprocity: Exploring the nature of leadership capacity.

by Alexander Hoffman

Paper presented at the annual meeting of the American Education Research Conference, Vancouver, Canada. 2012

This paper presents findings from a theory building study that examines the nature of leadership capacities. In light... more This paper presents findings from a theory building study that examines the nature of leadership capacities. In light of Elmore’s Theory of Reciprocity and his work on multiple accountabilities, this paper offers a typology for the kinds of capacities that high school principals report needing to fulfill their responsibilities. It includes personal, professional and leadership capacities developed in formal programs, through workplace experience and through personal history. Participants report that internal capacities almost invariably are developed through opportunities for trial, error and failure, and not from formal per-service or in-service training, or even from guidance from mentors. A typology of the types of leadership capacities that principals report being necessary for their effective practice is presented.

In one voice: Faculty and principals call for new possibilities in leadership preparation

by Alexander Hoffman

Co-authored with Ellie Drago-Severson and Patricia Maslin-Ostrowski. Paper presented at the American Educational Research Association Annual Meeting, April, 2009. San Diego.

Resisting fragmentation in educational leadership: Calling for a holistic approach to professional practice and preparation

by Alexander Hoffman

Co-authored with Ellie Drago-Severson and Patricia Maslin-Ostrowski. Paper presented at the annual meeting of the University Council for Educational Administration, October 2008. Orlando, Florida.

The paper presents survey research that examines how educational leadership capacity is developed by university... more The paper presents survey research that examines how educational leadership capacity is developed by university programs and by practicing school administrators in the U.S. and internationally, and the influence of external mandates. To face adaptive challenges, we must more holistically support leadership development that builds on adult learning principles and the social-emotional dimensions of leadership in our preparation programs and in professional development that occurs at the school site.

Creating Enterprise in Extreme Environments: Strategic Leadership from an Entrepreneurship Development Centre at the University of Botswana

by Peter Mellalieu

Mellalieu, P. J. (2006). Creating Enterprise in Extreme Environments: Strategic Leadership from an Entrepreneurship Development Centre at the University of Botswana (p. 67). Auckland, NZ: New Zealand Centre for Innovation & Entrepreneurship, Unitec Institute of Technology. Retrieved from http://web.me.com/petermellalieu/Teacher/Examples/Entries/2007/10/18_Creating_enterprise_in_extreme_environments__Strategic_leadership_from_an_entrepreneurship_development_centre_at_the_University_of_Botswana.html

This report presents recommendations to the University of Botswana’s Faculty of Business for extending substantially... more This report presents recommendations to the University of Botswana’s Faculty of Business for extending substantially its Business Clinic into an Entrepreneurship Development Centre. Recommendations to the University beyond the Faculty of Business are also made.


Botswana has set itself the challenge of becoming an ‘innovative and prosperous nation’. The challenge appears daunting. The country has embarked on a journey to make the quantum jump to a country with world-class, high-growth companies by 2016. In contrast, at the time of independence in 1966 the country was a traditional hunter-gatherer village-based society. Accordingly, the education and development system required for Botswana's 21st century global citizen must extend to include identifying and developing job-makers: world-class entrepreneurs and innovators.


The principal focus of Botswana’s current formal education system seems mainly to educate job-takers for the public sector and larger companies. Furthermore, Botswana's impressive record of growth has not translated into socioeconomic transformation: "Over-dependence on diamonds, high unemployment levels and unacceptably high levels of poverty and inequality - both in terms of assets and income - are persistent problems." (Clover, 2003, p. 4). One approach to overcoming these persistent problems is to create an abundance of “grass roots” support for enterprising behavior throughout the nation.


The job-makers and wealth creators that Botswana requires are termed ‘serial innovators and entrepreneurs’. They are habitual and compulsive in their passion for innovation and creating substantial new enterprise. They are ‘weirdly wired’ people, who some might regard as ‘mad’ or ‘crazy’ in view of the risks they appear to take. However, these habitual innovators participate in leading substantial business and social change in the communities for which they create and provide new products or new service delivery systems. Furthermore, these entrepreneurs provide leadership in creating substantial forms of wealth - financial and/or social - from the new opportunities they identify, exploit, and grow into sustainable organisations.


A series of course topics is outlined for delivery as workshops and/or educational programmes through the proposed Entrepreneurship Development Centre. The course topics are directly linked to develop competencies required to embrace all elements of the entrepreneurial process model, developed by Bolton and Thompson (2001).


Furthermore, it is recommended that at least one of the three following courses are required to be studied by all students at the University of Botswana:

A strengths-based course in personal and professional career development;

Foundations of innovation and entrepreneurship;

New venture start-up project.


The most urgent recommendation is for the Faculty of Business to institutionalize formally a regular, monthly programme of 'real world learning adventures'. The format of these learning adventures was devised specifically for the Botswana context. The events are branded with the suggested name: Enterprise in Action™ (EIA). An EIA event focusses equally on business networking and knowledge exchange. Both business networking and knowledge exchange are crucial elements in aiding the success of entrepreneurs as they overcome the many obstacles that they experience in their pursuit of success. Three examples of ‘real world learning adventures’ were designed and implemented during the author’s four-month residence in the Botswana. The last adventure formed the pilot/prototype version for the Enterprise in Action format.


Many Batswana return to their homeland from study or work in foreign countries. They bring back knowledge, experience, and professional contacts to Botswana. However, a proportion of these returning Batswana are not deployed effectively upon their return home. Accordingly, one important opportunity is for a proportion of the Enterprise in Action programmes to focus on providing a networking opportunity to help the productive re-integration into Botswana business and community life of returning Batswana.


Fundamental to the success of the proposed initiatives is that the University of Botswana implements concurrently processes to identify and develop ‘entrepreneur enablers’. Entrepreneur enablers form a unique selection of teachers, consultants, advisors, and informal investors. Entrepreneur enablers intervene directly to help their ‘client entrepreneurs’ overcome obstacles, and build their entrepreneurial self-efficacy (Bolton and Thompson, 2004, 2006, Lucas and Cooper, 2004).


The full report outlines a  series of five Strategic Focus Areas (SFAs) as a basis for collaborative development of the entire University’s commitment to becoming an enterprising institution. The Strategic Focus Areas are chosen to ensure that the University of Botswana builds a robust, widespread, and significant core-competency in entrepreneurship development for business, technological, and social contexts. The five Strategic Focus Areas recommended for institutionalization are:


SFA 1: Business innovation and entrepreneurship.

SFA 2: Design, technology, and science-based innovation and entrepreneurship

SFA 3: Social sector innovation and entrepreneurship

SFA 4: Mass entrepreneurship

SFA 5: Entrepreneur enabler identification and development


Beyond these initiatives, the University should evolve the Entrepreneurship Development Centre and the other SFAs into a university-wide, world-class applied research and development centre focussing on innovation and enterprise development studies in the southern Africa region: A Centre for Innovation and Enterprise Development Studies.

Training educators to use experiential education using an isomorphically-framed training-products development company

by Peter Mellalieu

Leberman, S., & Mellalieu, P. J. (1996). ALP-DevCo and the Action Learning Programme: A Trojan Horse for Moving from Mystery to Mastery [Training educators to use experiential education using an isomorphically-framed training-products development company]. Presented at the Action Learning, Action Research &  Process Management Professional Conference, (ALARPM), University of Queensland, Brisbane.

How do you teach trainers and educators how to design and deliver safe and impactful experiential education... more How do you teach trainers and educators how to design and deliver safe and impactful experiential education programmes? This report describes an eight-month, part-time, university-level for-credit course that developed participants’ leadership, task management, and team building skills within an experiential learning framework. Furthermore, the participants were coached in the task of designing and delivering experiential training programmes to several client groups such as a bicycle retailer and a conservation trust. The course exposes participants to several types of experiential learning including Revans’ action learning and outdoor adventure learning.

Pacific Leadership Development Network - 2005-2007

by Graham Hassall

Reflections on Executive Education: The User and Provider's Perspectives

by Don Antunes

Empowerment - a comparison of Pentecostal and Liberation theologies

by Paul Ede

So Noxious a Premonition

by Mohamed Eno

Excerpted from my forthcoming volume Guilt of Otherness: A Brief Personal Memoir in Poetry

Strong and weak leadership exist everywhere, in every profession, and academia is not an exception. This verse is... more Strong and weak leadership exist everywhere, in every profession, and academia is not an exception. This verse is dedicated to all men and women academics who at some point in their professional life felt oppressed, frustrated or marginalized for one reason or another by the powers that be in their respective institutions.

JOLE - Exploring Signature Pedagogies in Undergraduate Leadership Education (Instructional Strategies)

by Daniel Jenkins

This research explores the instructional strategies most frequently used by leadership educators who teach academic... more This research explores the instructional strategies most frequently used by leadership educators who teach academic credit-bearing undergraduate leadership studies courses through a national survey and identifies signature pedagogies within the leadership discipline. Findings from this study suggest that class
discussion—whether in the form of true class discussion or a hybrid of interactive lecture and discussion—is the signature pedagogy for undergraduate leadership education. While group and individual projects and presentations, self assessments and instruments, and reflective journaling were also used frequently, overall, discussion-based pedagogies were used most frequently. These findings offer attributes that a variety of leadership educators have shared as effective for teaching and learning within the discipline and may facilitate the development of new leadership programming policies, provide direction for future research, and contribute to the existing body of literature.

Strategic intelligence: A conceptual system of leadership for change

by Tim Scudder

Maccoby, M., & Scudder, T. (2011). Strategic Intelligence: A Conceptual System of Leadership for Change. Performance Improvement, 50(3).

The impact of arts-based initiatives on people and organizations: research findings, challenges for evaluation and research, and caveats

by Brigitte Biehl-Missal

Co-authored with Ariane Berthoin Antal
published in: Creative Partnerships – Culture in Business and Business in Culture, Documentation & Brochure, ed. Narodowe Centrum Kultury, Warsaw, Poland

This presentation illustrates the impacts, on people and organizations, which might be expected from artistic... more This presentation illustrates the impacts, on people and organizations, which might be expected from artistic interventions in organizations. It needs to be emphasized that this area of research is still very young. Research findings are limited: in particular there is not much empirical evidence of the complex and indirect impacts of arts-based initiatives. However, there are a few studies which observe and describe a range of beneficial impacts that they have had at the organizational level and on the development of individual employees. It is also likely that arts-based interventions may lead to unforeseen results whose nature and genesis require further academic study.

Manage By Walking Around

by James Strasbaugh

Manage By Objective Is The Cornerstone Of Managers Today

by James Strasbaugh

4 Ways To Become A Bad Leader

by James Strasbaugh

Profound Knowledge Is Rattling My Mind

by James Strasbaugh

The Difference Between Extrinsic and Intrinsic Motivation

by James Strasbaugh

Filling Your Knowledge Gaps

by James Strasbaugh