Experiments as Liminal Learning Spaces in Leadership Development: Threshold Concepts as Catalysts or Inhibitors of Transformation in the Education of Professional Practitioners

Research output: Contribution to conferencePaperResearchpeer-review

Abstract

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 student
learning. Finally, we conclude by suggesting practical implications for using threshold concepts in designing experiments in leadership development education for professional practitioners.
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 student
learning. Finally, we conclude by suggesting practical implications for using threshold concepts in designing experiments in leadership development education for professional practitioners.

Conference

ConferenceThe 32nd EGOS Colloquium 2016
Number32
CountryItaly
CityNapoli
Period07/07/201609/07/2016
Internet address

Bibliographical note

CBS Library does not have access to the material

Cite this

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title = "Experiments as Liminal Learning Spaces in Leadership Development: Threshold Concepts as Catalysts or Inhibitors of Transformation in the Education of Professional Practitioners",
abstract = "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.",
author = "Annemette Kj{\ae}rgaard and Frank Meier and Christian Tangkj{\ae}r",
note = "CBS Library does not have access to the material; null ; Conference date: 07-07-2016 Through 09-07-2016",
year = "2016",
language = "English",
url = "http://www.egosnet.org/2016_naples/general_theme",

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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 conferencePaperResearchpeer-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

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