美国工程领导力教育的理念与实践

美国工程领导力教育的理念与实践为培养21世纪未来工程领军人才树立了典范.从理念与实践方面介绍美国工程领导力教育的现状与未来,分析工程领导力教育理念如何转化为具体的能力并通过课程、项目或活动得以实施.     

“农远工程”项目学校领导力变革

"农远工程"项目学校改变以往的"科层组织结构",形成"扁平化"的二级管理,建立个人向外、淡化团队组织间边界、项目负责人制及小步子发展为特征的校内组织协作,在领导力层面实施以教师赋权为特征的三层四环领导力变革模式,实现现阶段"农远工程"项目学校从理念提升到行为跟进到行为改进直至实现持续变革。     

国际工程领导力教育及其对中国的启示(上)

培养具备领导力的工程师已经成为企业、国家发展的共同要求,也是解决全球性问题的关键。工程教育改革和领导力教育发展为工程领导力理论、工程领导力开发理论、工程领导力教育实践奠定了基础。本文对国内外文献中有影响力的国际工程领导力教育项目及其实施情况进行分析和汇总,从项目类型、项目主题、项目内容、项目组织与管理等方面阐述了项目方面的情况,从自我认知、知识获取、实践应用、反思内化四个环节阐述了工程教育项目的实施过程,并结合我国工程领导力教育的基础和需求,阐述了国际工程领导力教育对我国的启示。     

国际工程领导力教育及其对中国的启示(下)

培养具备领导力的工程师已经成为企业、国家发展的共同要求,也是解决全球性问题的关键。工程教育改革和领导力教育发展为工程领导力理论、工程领导力开发理论、工程领导力教育实践奠定了基础。本文对国内外文献中有影响力的国际工程领导力教育项目及其实施情况进行分析和汇总,从项目类型、项目主题、项目内容、项目组织与管理等方面阐述了项目方面的情况,从自我认知、知识获取、实践应用、反思内化四个环节阐述了工程教育项目的实施过程。并结合我国工程领导力教育的基础和需求,阐述了国际工程领导力教育对我国的启示。     

培养工程领军人才：麻省理工学院的工程领导力教育

麻省理工学院的工程领导力教育以领导理念为指引,以领导能力分解为前提,以综合项目为实施载体,以工业联系与资源为保障,着力培养21世纪的工程领军人才。围绕麻省理工学院高等工程教育创新的实践,分析其工程领军人才培养中工程领导力的理念与目标、能力分解指标体系、课程与教学计划,以及工业联系与资源保障。通过论述与评析,以期为我国高等工程教育的改革和国家中长期教育发展规划纲要中要求的卓越工程师培养目标的实现,提供一些来自发达国家的经验。     

美国马里兰大学学生领导力项目探究

领导力是一种建立在领导者素质能力基础上,引领被领导者实现组织目标的能力和影响力。美国高校重视大学生领导力培养已经有40多年的历史。马里兰大学是大学生领导力教育的先行者,率先开发和拓展了很多领导力项目。其领导力项目的发展经历了精英模式、大众模式和普及模式。在领导力项目开发方面,马里兰大学充分考虑学校背景、学生需求和个性特征,开展各种领导力项目和相关活动,以提高学生领导能力。     

教科研锻造核心团队领导力

2005年2月,我校成为由北京市海淀区教育委员会和英国剑桥教育集团、北京教育科学研究院合作开展的"海淀中英学校发展计划合作项目"成员校.3年多的项目研究与实践给学校带来了什么?我认为,最核心的改进和变化是团队领导力的提升.团队应该是由学校全体成员共同营造的,是有不同组合和不同层次的.这里所说的是学校的核心团队--干部团队领导力的建设.     

工程领导力要素研究

本文在综述20世纪初以来领导力理论内涵以及演化脉络的基础上,结合当前工程实践中从管理向领导转变的客观需要,提出了工程领导力构成要素V—AIR模型,兼顾了工程领导力普遍性和特殊性特点。本文的研究结果对在创新型国家建设进程中培养21世纪卓越工程领导人才,具有借鉴作用。     

培养下一代卓越的国际化工程师——"全球工程教育卓越计划"研究综述

全球化正从根本上改变世界范围内各国经济的设计、生产、销售、消费及服务的模式,工程领域也被推到这一发展的前沿.德国大陆集团(Continental AG)于2005年10月发起、资助并全程参与了"全球工程教育卓越计划"的国际研究项目,邀请欧、美、亚的6个国家的8所大学共同进行研究,探讨了全球化背景下的工程师工作环境及未来工程人员培养等问题.     

基于学科课程建设提升学校课程领导力

2010年,上海市教委启动了“上海市提升中小学（幼儿园）课程领导力行动研究项目”（以下简称“课程领导力项目”）。上海市教委教研室主任徐淀芳在《基于问题解决——上海市提升课程领导力行动研究项目实施回顾》一文中详细阐述了项目背景、顶层设计、实践探索、特色和成效等。学科课程建设是课程领导力行动研究项目的九个子项目之一。本文重点阐述学科课程建设与学校课程领导力提升之间的关系。     

Re-envisioning the Professional Doctorate for Educational Leadership and Higher Education Leadership: Vanderbilt University's Peabody College Ed.D. Program

This article describes the process by which the faculty of the Department of Leadership, Policy and Organizations at Vanderbilt University's Peabody College conceived and implemented a new doctoral program designed for senior education practitioners. The authors describe the organizational context in which decisions were made. Next, they explain the theoretical and philosophical underpinnings of the revised degree program. Then, specifics of the program curriculum and delivery are detailed. Finally, the article explores how the reconceptualized program is differentiated from the traditional research doctorate. At Vanderbilt, the Ed.D. is designed for mid-career professionals with an orientation to practice who seek a terminal degree and career advancement within their organizations. It is oriented toward solving problems of practice and takes as its goal placement of graduates into senior leadership positions within educational organizations.     

哈佛大学“教育领导博士”学位的创设及启示

2010年秋季,哈佛大学教育研究生院首创"教育领导博士"学位,其目的是为美国基础教育改革培养创新型的教育领导者。"教育领导博士"学位在培养目标、过程设计、课程组合和评价考核等方面都有创新之举,这对我国如何实施教育博士培养有所启示。     

Redefining Leadership: Lessons from an Early Education Leadership Development Initiative

This study examined how experienced early educators developed as change agents in the context of a leadership development program. Unlike in many other professions, experienced early educators lack opportunities to grow throughout their careers and access the supports they need to lead change in their classrooms, organizations, the profession, and beyond. This qualitative study brings a relational and entrepreneurial leadership theory lens to its analysis of the experiences of 43 early educators as they co-created pathways forward as leaders for change. The study defines leadership as a process of influencing change to improve early care and education, and not reserved just for those with a formal leadership position. Results show how educators came to see themselves as leaders and pursued different paths to making change and driving improvement. The study offers a new conceptual mapping of a leadership development ecosystem for supporting educators’ capacity to identify as leaders as well as lead improvement and innovation. The paper concludes with lessons learned and recommendations for strengthening the leadership infrastructure to support early educator leadership for change and innovation.     

Leadership development programs for minorities: An evaluation

This is a study of four leadership development programs for minorities to determine whether such programs are more effective when operated by a minority-group-controlled agency or a majority-group-controlled agency, when consisting of internships only or internships and an educational component, when operated as an internship and educational program by an educational institution or by a free-standing voluntary association. The most effective program is one that has an educational component and an internship and is offered by a college or university. An unanticipated finding is the significance of a placement service for minorities who complete such programs.     

Using Peers and Technology to Strengthen Leadership

This article presents information on a new, successful, leadership development program designed to target and strengthen key performance skills. The technology outlined in the article couples pedagogy with video and computer technology. The resulting Professional Enhancement Program (PEP) has demonstrated its effectiveness for improving the performance of prospective and practicing school leaders and is currently used in twenty sites across seven states in the United States.     

The Cohort Leadership Development Model: Student Perspectives

This study examined how graduate students enrolled in a university-based cohort community college leadership doctoral program perceived their leadership development experiences. A total of 50 doctoral students enrolled in the Morgan State University (MSU) doctoral program were surveyed. A separate group of students (20) participated in a focus group. Results indicated that although doctoral students generally reported positive experiences, some students reported that certain factors or characteristics and behaviors of cohort members were not beneficial to the cohort experience. The positive results (structure, instructors, networking, and curriculum) of the cohort experience seem to support the findings of a number of works in the previous research relating to cohort learning environments. The findings further indicated that such factors such as dominant group members, lack of commitment to the cohort, failure to meet group expectations, traditional instructional modalities, and inadequate facilities negatively impacted perceptions of the cohort experience.     

A New Consciousness Trudging Toward Leadership

Integrating elements of oppression psychology, Popular Education (1999), critical pedagogy, and critical race theory, this article highlights a study of seven African American elders who graduated from a Senior Advocacy Leadership Training (SALT) program. These elders confronted external and internal oppressive ideologies and challenged the stereotypes of African American elders. They accomplished this via a critical theoretical approach to the study of African American history and the promotion of the elders' strengths as leaders. The findings increase our understanding of African American elders as leaders and the role of Popular Education in affirming their leadership capabilities.