Abstract
learning. Finally, we conclude by suggesting practical implications for using threshold concepts in designing experiments in leadership development education for professional practitioners.
| Original language | English |
|---|---|
| Publication date | 2016 |
| Number of pages | 19 |
| Publication status | Published - 2016 |
| Event | The 32nd EGOS Colloquium 2016: Organizing in the Shadow of Power - Napoli, Italy Duration: 7 Jul 2016 → 9 Jul 2016 Conference number: 32 http://www.egosnet.org/2016_naples/general_theme |
Conference
| Conference | The 32nd EGOS Colloquium 2016 |
|---|---|
| Number | 32 |
| Country | Italy |
| City | Napoli |
| Period | 07/07/2016 → 09/07/2016 |
| Internet address |
Bibliographical note
CBS Library does not have access to the materialCite this
}
Experiments as Liminal Learning Spaces in Leadership Development : Threshold Concepts as Catalysts or Inhibitors of Transformation in the Education of Professional Practitioners. / Kjærgaard, Annemette; Meier, Frank; Tangkjær, Christian.
2016. Paper presented at The 32nd EGOS Colloquium 2016, Napoli, Italy.Research output: Contribution to conference › Paper › Research › peer-review
TY - CONF
T1 - Experiments as Liminal Learning Spaces in Leadership Development
T2 - Threshold Concepts as Catalysts or Inhibitors of Transformation in the Education of Professional Practitioners
AU - Kjærgaard, Annemette
AU - Meier, Frank
AU - Tangkjær, Christian
N1 - CBS Library does not have access to the material
PY - 2016
Y1 - 2016
N2 - In this paper we address the question of what professional practitioner students learn from experiments in leadership development programs. Drawing from our own design and teaching in a leadership programme, we explore how certain models and frameworks become threshold concepts for students’ learning while others leave only minor traces. By relating the concept of threshold concepts to different notions of knowledge, we explore what concepts are of particular relevance to exec students and how they influence their learning. Conclusions from our study show that threshold concepts that invoke practicebased knowledge have a much stronger influence on students’ learning than those, which invoke theoretically based knowledge, have. We discuss the power of threshold concepts in education of professional practitioner students and how they influence studentlearning. Finally, we conclude by suggesting practical implications for using threshold concepts in designing experiments in leadership development education for professional practitioners.
AB - In this paper we address the question of what professional practitioner students learn from experiments in leadership development programs. Drawing from our own design and teaching in a leadership programme, we explore how certain models and frameworks become threshold concepts for students’ learning while others leave only minor traces. By relating the concept of threshold concepts to different notions of knowledge, we explore what concepts are of particular relevance to exec students and how they influence their learning. Conclusions from our study show that threshold concepts that invoke practicebased knowledge have a much stronger influence on students’ learning than those, which invoke theoretically based knowledge, have. We discuss the power of threshold concepts in education of professional practitioner students and how they influence studentlearning. Finally, we conclude by suggesting practical implications for using threshold concepts in designing experiments in leadership development education for professional practitioners.
M3 - Paper
ER -