Conceptual Framework Template

LDR 711A PURPOSE & APPROACH

PURPOSE OF THIS COURSE

LDR/711A is a common course for all practitioner doctorate programs. The course provides a research-based approach to leadership, introducing students to leadership models from various theoretical perspectives, with an emphasis on how these models translate to ethical, effective practice and personal leadership identity. During this course, students analyze, evaluate, and synthesize leadership research and apply theory to contemporary leadership practice.

APPROACH OF THIS COURSE

LDR/711A is part of course sequence for doctoral programs. In these initial courses, students become familiarized with the expectations and processes of doctoral education and diverse leadership paradigms. In LDR/711A, students experience the rigor of doctoral-level learning framed through the lens of critical thinking, critical inquiry, and research initiative. Students critically analyze, evaluate, and synthesize historical and contemporary models of leadership. The assignments in the course involve the integration of complex theoretical concepts, the application of these theories to practice, and extensive use of scholarly resources. Accordingly, course readings are designed to help students develop a rich understanding of leadership thought as a baseline for dialogue and reflection throughout the course.

CONCEPTUAL FRAMEWORK

LDR/711A entails a research-based approach to investigating historical and contemporary models in the field of leadership. Students are encouraged to expand their perception of leadership by critically reading a number of traditional, nondominant, and emerging leadership paradigms.

Students will employ critical thinking to analyze and assess the various leadership models presented in the course. Students will engage in the 1-2-3 step process, which is designed in such a way to help students engage with the material in increasing levels of complexity. Students engage in critical analysis in the first step, critical evaluation in the second step, and critical synthesis in the third step

Additionally, students engage in critical reflection throughout the course in the form of weekly reflections and concept annotation within their personal Learning Portfolio. This process continues in the subsequent residency course, PHL/700R, in which students develop and extend critical reading and reflection skills to demonstrate increasing levels of doctoral rigor and thought leadership.

Throughout the doctoral program, students will engage in the investigation and review of research documents to explore “key conceptual and methodological issues in the field” (Cone & Foster, 2001, p. 93). Conducting an efficient search for research literature, critically analyzing, evaluating and synthesizing the material, and composing a scholarly document are essential skills for assignments in this course, in future courses, and in the dissertation process. This Course’s Fit in the Program

LDR/711A serves as an introduction to the theoretical foundations of leadership and leadership research. Competencies developed in this course provide a foundation from which students will develop personally and professionally as leaders and as scholars in their discipline.

Strategies for Handling Course Assignments and Readings

The following section details strategies for succeeding in LDR/711A. Although the particular points in this document apply specifically to LDR/711A, students should consider applying this approach to future coursework, as well.

Course Readings

LDR/711A readings offer students a spectrum of perspectives on leadership, including theoretical, practical, and historical approaches. The main text, by J. T. Wren (1995), and the Electronic Reserve Readings for the course, illuminate current and foundational bases for the study of leadership. Students are required to read the books and articles in their entirety.

Analyzing Peer-Reviewed Research

Doctoral-level research is based on the analysis, synthesis, and evaluation of reliable and valid research articles and core literature. Students must take several steps to critically analyze and evaluate each source.

.1 The first step is to identify the author’s underlying purpose and assumptions. Students should strive to ascertain key components or essential points raised by the authors. .2 The second step is to purposefully scrutinize the documents’ text looking for evidence or facts to support generalizations or assumptions made by the authors of the documents. .3 The third step is to combine the relationships or themes identified in the text into a new configuration, possibly suggesting alternative conclusions. .4 The final step is to assess the value of the text as a research source, making connections to other works or research in the field (Fowler, 1996).

Developing Course Assignments

During the reading weeks, students should thoroughly review the instructor’s posted syllabus and create a calendar for completing course assignments. Students are advised to keep a running journal of their readings, as such a process encourages critical engagement with course content, reflection on one’s learning process, and a systematic means for organizing and operationalizing the ideas presented in the course.

The concept of leadership has evolved from Plato’s notion that class position, rather than behavior, created and defined leaders, to the current focus on leadership as a relationship among individuals. As students study the qualities ascribed to leaders, they should reflect on their own leadership style and assess that position relative to the qualities identified in the readings and lectures.

Implications for Leadership

This course provides students a foundation of diverse historical and contemporary leadership theories and models. Through the readings and assignments, students are challenged to think about the leadership process and how this process allows, through the mutual interaction between leaders and followers, the achievement of mutual goals that will better one’s group, organization or society (Wren, 1995, p. XI). Reflections and Insights

Questions pertinent to this course include the following:

 What is leadership?  What are the dimensions and dynamics of leadership?  What social forces have influenced you in your own leadership development?  How has this course altered your approach to leadership?

References

Cone, J. D., & Foster, S. L. (2001). Dissertations and theses from start to finish. Washington, DC: American Psychological Association.

Fowler, B. (1996). Critical thinking across the curriculum project: Bloom’s taxonomy and critical thinking. Retrieved from Longview Community College website: http://www.kcmetro.cc.mo.us/longview/ctac/blooms.htm

Wren, J. T. (1995). The leader's companion: Insights on leadership through the ages. New York, NY: The Free Press.