Guiding Questions: Guidelines For Leadership Education .
Guiding Questions: Guidelines forLeadership Education ProgramsTable of ContentsIntroduction. Page 2Using Guiding Questions. Page 2Background and History. Page 3Acknowledgments . Page 4References . Page 6Overview . Page 7Section 1: Context . Page 10Section 2: Conceptual Framework. Page 13Section 3: Content . Page 14Section 4: Teaching and Learning. Page 18Section 5: Outcomes and Assessment. Page 23International Leadership Association. (2009). Guiding Questions: Guidelines for LeadershipEducation Programs. Silver Spring, estionsFinal.pdfILA Guiding Questions: Guidelines for Leadership Education Programs, Page 1 of 31
IntroductionGuiding Questions: Guidelines for Leadership Education Programs (Guiding Questions) is intended to assistanyone who wishes to develop, reorganize, or evaluate a leadership education program.Guiding Questions consists of an Overview and five sections of questions that are thought to beessential for curriculum development, instructional effectiveness, and quality enhancement throughassessment. These five sections are Context, Conceptual Framework, Content, Teaching andLearning, and Outcomes and Assessment.First-time users should begin with the Overview given the detailed nature of the sections.The guiding questions within each section are designed to evoke answers that help leadershipeducators make important choices about the quality, comprehensiveness, and focus of theirprograms. Answers can be generated in many ways, whether formally or informally, collectively orindividually. Yet, in all cases, answers point the way for development, organization, and evaluationof leadership education programs.In most cases, the questions include either an introduction or a response. These clarifications are notintended to answer the questions. Rather, they are intended to explain and clarify the significance ofthe question. They are also intended to provide suggestions for further study and to point toanswers in relevant research and best practices. Eventually, as the project evolves and matures, therewill be links to research and best practice articles that are relevant to the section or particularquestions.Guiding Questions is the result of a broadly collaborative, multiyear project. It is intended to be a“living document.” That is, it is continually updated through interaction among members of theInternational Leadership Association’s Guidelines for Leadership Education Programs LearningCommunity. Moreover, comments and suggestions are encouraged from all users and relatedresearch is requested for presentation at annual ILA international conferences. Permanent revisionsare made through the conference proposal process and should be directed to the LeadershipEducation Member Interest Group.Using Guiding QuestionsAs noted above, the questions are designed to evoke answers that guide program design andassessment. The Overview is far more general and is especially useful for identifying researchnecessary for program development as well as planning a process that will most likely result in arelevant and comprehensive program that is based in best practices. A simple yet highly effectiveprocess is to engage program faculty in discussion of answers to the five overarching questions inthe Overview.For much more detail and to focus on a particular area, answering the questions in appropriatesections allows concentration on specific possibilities to strengthen programs. Field tests areunderway; results will suggest creative and innovative ways to use this inquiry method to reveal theseenhancement opportunities (Ritch & Mengel, 2009).ILA Guiding Questions: Guidelines for Leadership Education Programs, Page 2 of 31
Guiding Questions can be used in tandem with other professional standards or guidelines. Forexample, Guiding Questions can be used to supplement or inform accreditation standards and selfstudies. Two resources of particular value in this regard are Student Leadership Programs Self AssessmentGuide (2009, https://www.cas.edu/catalog/iteminfo.cfm?itemid 40&compid 1) by the Council forthe Advancement of Standards in Higher Education (CAS), and the Handbook for Student LeadershipPrograms (Komives, Dugan, Owen, Slack, & Wagner, 2006). While Guiding Questions is designed toapply to cocurricular programs as well as academic, for-credit programs, CAS and the Handbook areexcellent sources to stimulate imaginative partnerships between academic and cocurricular programsconsistent with Learning Reconsidered (ACPA, 2004).Background and HistoryGuiding Questions and the Guidelines for Leadership Education Programs Learning Community arevolunteer projects that are rooted in discussions and presentations dating back to the InternationalLeadership Association’s annual conference in Seattle (2002). Two years later at the annualconference in Washington (2004), a formal panel entitled “Emerging Accreditation Issues: TowardProfessional Standards for Leadership Programs?” sparked interest in pursuing the issues that wereraised (Ritch, Robinson, Riggio, Roberts & Cherrey, 2004).As a follow-up to these and other discussions regarding the establishment of guidelines andstandards for leadership studies programs, six ILA members gathered for a roundtable sponsored byRegent University in early 2005. The roundtable participants agreed on primary directions to moveforward, understanding that this was the beginning of a complex process that would require thevoices and expertise of many and diverse stakeholders. The following benefits, and therefore aims,were declared:1 Create frameworks to articulate both the essential nature and distinctiveness of individualleadership programs.2 Address issues of legitimacy both internal and external to academia.3 Serve as a resource for new and developing programs.4 Serve as a reference for programs responding to accrediting processes.5 Maintain an internal locus of control and creativity for individual programs.A research agenda was proposed to explore both the content and context of leadership programs.Although this research was originally designed to be more prescriptive through an inclusive processof setting standards, this was later modified due to ILA member input at the annual conference inAmsterdam (2005).The ILA Board of Directors approved this proposal in April 2005. A voluntary advisory groupcomprised of representatives from nine colleges and universities was assembled and RegentUniversity faculty began research over that summer. This preliminary research was presented in apanel, “Academic Standards for Leadership Studies Programs: Enlarging the Conversation”(Patterson, King, Hartsfield, Bryant, Martin, Klenke, & Harter, 2005) in Amsterdam. In addition,two related programs, one a roundtable and the other a forum, were presented in Amsterdam. Theroundtable, “Tools, Guidelines, and Outcomes for Leadership Studies Programs” (Robinson, 2005),resulted in not only a sharing of experiences but also a first spark of ideas concerning the topics thatmight be most helpful to address in a document. The forum, “Standards and Guidelines forILA Guiding Questions: Guidelines for Leadership Education Programs, Page 3 of 31
Leadership Programs: What Shall We Do?” was a deliberative, democratic forum that was designedto inform and expand the conversation among the ILA membership and conference attendeesregarding guidelines and standards for leadership programs (Ritch & Roberts, 2005).The conclusions of this forum were crucial in the evolution of this project:There was unanimous agreement that this project and process must be keptgrounded in the mission of the International Leadership Association. Theconsensus was that these conversations and the research associated withthem should continue. The research should be broadened to include not onlythe content and context of our field but also “best practices” relating toconceptual framework, mission, assessment, instruction, and otherprogrammatic elements. This research should produce guidelines, endorsedby the ILA that can be used, following a format of essential guidingquestions, to create and improve leadership programs. This process shouldbe an important professional imperative that is transparent, iterative, andongoing. (Ritch & Roberts, 2005)At the 2006 ILA annual conference in Chicago, participants in the learning lab “Guidelines forLeadership Programs: Enlarging the Conversation” (Ritch, 2006) identified organizing topics andchapters, guiding questions, and recommendations for next steps that were consistent with theconsensus reached in Amsterdam.In April 2007 the ILA board formalized a new structure within the ILA, called LearningCommunities, to encourage ILA members to learn from and with one another between conferences.Conceived as temporary, lasting only as long as they serve the members, Learning Communitiesprovide opportunities for groups of members to organize around areas of passion and questions thatare most critical to their work in the field of leadership. Steve Ritch was instrumental in creating thefirst formal ILA Learning Community, the Guidelines for Leadership Education Programs LearningCommunity (GLEP/LC).The first face-to-face meeting of the GLEP/LC in Vancouver (Ritch, 2007) resulted in significantrefinement of the guiding questions and a proposal to the ILA Board of Directors that wassubstantially accepted. The second face-to-face meeting of the GLEP/LC in Los Angeles (2008)further refined the final writing and editing tasks. Guiding Questions: Guidelines for Leadership EducationPrograms is the result of this progression of volunteer work.AcknowledgmentsGuiding Questions is intended to be a “living document.” This means that leadership educators,practitioners, and scholars continue an inclusive community of practice that results in revisionsand updates as leadership studies develops as a field and, perhaps one day, evolves into adiscipline. Thus, if this acknowledgment entry becomes merely the first among many such entries,the success of the project will be validated.Many people contributed ideas, encouragement, and sometimes a needed reminder that this work isILA Guiding Questions: Guidelines for Leadership Education Programs, Page 4 of 31
important. Early on, Ron Riggio, Betty Robinson, Denny Roberts, and Cyn Cherrey helped connectthis work to its antecedents, contributed to it, and confirmed that it is work that is worth doing.They reminded us all that there is a rich line of dedication that precedes our best work. KarinKlenke and Bruce Winston of Regent University offered more than a place to come together forinitial planning, they offered a sense of purpose and a haven so we could dream about somethingthat could help advance our field around the world.Others joined the journey, made significant contributions and then stepped back while offeringcontinuing encouragement. Alice Murray, Laurie Woodward, Nathan Harter, James Beebe, KevinArnold, Teresa Gehman, Betty Robinson, and Mike Hartsfield were steadfast in their support.Debra Orr, Debra DeRuyver, Josh Tarr, David Soleil, Jill Lindsay, Dotti Thomas, Diane Ehrlich,Gerald Peper, Thomas Miles, Tim Bryant, and Vern Ludden also gave generously of their ideas.Nancy Thomas was the master designer of the deliberative processes that maximizedcollaboration and the collective wisdom of project participants.Each section had a leader or leaders who shepherded ideas and often wrote the final questions andnarratives. Kathleen Patterson (Section 1), Lisa Ncube (Section 2), Gama Perruci, Sara Thompson,and Craig Slack (Section 3), JoAnn Barbour (Section 4), and Thomas Mengel and Pierre Zundel(Section 5) presided over numerous drafts to produce the first iteration of Guiding Questions. SusanKomives, Julie Owen, Carolyn Roper, Dan Tillapaugh, Betty Robinson, Paige Haber, John Baker,and Thomas Matthews contributed essential abstracts to Section 4.As with all important projects, this journey took many twists and turns. Sometimes the roadappeared to be a dead end or the traction slipped or slid. Those were the times when special peoplestepped up. Without them, nothing would have been accomplished. Guiding Questions and all thosewho benefit from this project have the following stewards to thank. Tony Middlebrooks and JoannBarbour seemed to have a sixth sense when either the path was blocked or needed to be rerouted.Thomas Mengel and Laura Osteen cut through the expected complexity and the resulting documentdensity with remarkable editing skill. Gama Perruci provided expert advice and liaison with the ILABoard of Directors, many of whom conferred encouragement on his or her own. And Shelly Wilsey,in the spirit and practice of collaborative leadership, kept this a broadly inclusive member-drivenprocess while providing a constant source of ILA support and inspiration.Above all, for us all, it is about leadership.Stephen Ritch ProjectLeader, 2004–2010May 2009ILA Guiding Questions: Guidelines for Leadership Education Programs, Page 5 of 31
ReferencesACPA: College Student Educators International and NASPA: Student Affairs Administrators inHigher Education. (2004). Learning reconsidered: A campus-wide focus on the student experience.Washington, DC: Author.Council for the Advancement of Standards in Higher Education. (2009). Student leadershipprograms. In CAS professional standards for higher education (7th ed.). Washington,DC: Author.Komives, S. R., Dugan, J., Owen, J. E., Slack, C., & Wagner, W. (Eds.). (2006). Handbook for studentleadership programs. College Park, MD: National Clearinghouse for Leadership Programs.Patterson, K., King, J., Hartsfield, M., Bryant, S., Martin, S., Klenke, K., & Harter, N. (2005,November). Academic standards for leadership studies programs: Enlarging theconversation. Proceedings from the Seventh Annual Conference of the International LeadershipAssociation: Emergent Models of Global Leadership. Amsterdam, The Netherlands. [CD]. CollegePark, MD: International Leadership Association.Ritch, S., Robinson, B., Riggio, R., Roberts, D., & Cherrey, C. (2004, November). Emergingaccreditation issues: Toward professional standards for leadership programs? Proceedings fromthe Sixth Annual Conference of the International Leadership Association: Improving Leadership aroundthe World: Challenges, Ideas, Innovations. Washington DC, USA. [CD]. College Park, MD:International Leadership Association.Ritch, S., & Roberts, D. (2005, November). Standards and guidelines for leadership programs:What shall we do? Proceedings from the Seventh Annual Conference of the International LeadershipAssociation: Emergent Models of Global Leadership. Amsterdam, The Netherlands. [CD]. CollegePark, MD: International Leadership Association.Ritch, S. (2006, November). Guidelines for leadership programs: Enlarging the conversation.Proceedings from the Eight Annual Conference of the International Leadership Association: Leadership atthe Crossroads. Chicago, USA. [CD]. College Park, MD: International Leadership Association.Ritch, S. (2007, October-November). Guidelines for leadership education programs learningcommunity. Proceedings from the Ninth Annual Conference of the International Leadership Association:Leadership: Impact, Culture & Sustainability. Vancouver, BC, Canada. [CD]. College Park, MD:International Leadership Association.Ritch, S., & Mengel, T. (2009). Guiding questions: Guidelines for leadership education programs.Journal of Leadership Education, 8(1), 216–227. Retrieved from http://www.fhsu.edu/jole/issues/JOLE 8 1.pdf.Robinson, B. (2005, November). Tools, guidelines, and outcomes for leadership studies programs.Proceedings from the Seventh Annual Conference of the International Leadership Association: EmergentModels of Global Leadership. Amsterdam, The Netherlands. [CD]. College Park, MD: InternationalLeadership Association. (Roundtable, no minutes published).ILA Guiding Questions: Guidelines for Leadership Education Programs, Page 6 of 31
OverviewGuiding Questions: Guidelines for Leadership Education Programs consists of this Overview, which maybe used for basic review, and the following five sections, which are intended for ual FrameworkContentTeaching and LearningOutcomes and AssessmentEach section begins with a brief introduction and provides the context for its particular focus.General guiding questions follow that are designed to assess the relevant section of the leadershipprogram under development or review (e.g., “What is the program’s conceptual framework?”).Additional specific guiding questions relevant for each section allow pursuing and evaluatingparticular perspectives within that section (e.g., “What are the program’s overarching guidingprinciples?”). Finally, a brief reference section guides the reader to literature that has informed thecrafting of the guiding questions and that may also provide further information regarding therespective topics.While each section may stand alone guiding the reader interested in a particular focus, ample crossreferences are provided to other sections that indicate the interconnectedness and comprehensive,multifaceted approach of this collaborative project and the resulting document (e.g., the question“What theories and beliefs about teaching and learning underlie choices made about pedagogy,assessment, ordering of content and activities?” complements the section on ConceptualFramework).As a consequence, Guiding Questions: Guidelines for Leadership Education Programs can be read insequence if the reader wants to gain an in-depth overview of all relevant sections pertaining toleadership education programs; alternatively, the reader can start with a section of particularinterest or importance.Each section is introduced below both in its particular perspective as well as in its relationship tothe whole document.ContextOverarching Guiding Question: How does the context of the leadership education programaffect the program?This section describes how leadership programs, their conceptual frameworks, their content, theirchosen approaches to teaching and learning, and the respective outcomes and their assessment maybe affected by factors and elements within the program’s context. Thus, a systematic approach toleadership education within a social process is encouraged to help increase the fit of the leadershipprogram within its context.ILA Guiding Questions: Guidelines for Leadership Education Programs, Page 7 of 31
Additional guiding questions help describe the various contextual categories of identity, sector,academics, place, discipline, organization, field of practice, and field of leadership as well as thesecategories’ impact on leadership education programs. Furthermore, this section focuses on thesignificance and impact of the program’s cultural context particularly from a global and crosscultural perspective. Finally, this section explores the institutional context of leadership programs.Conceptual FrameworkOverarching Guiding Question: What is the conceptual framework of the leadershipeducat
ILA Guiding Questions: Guidelines for Leadership Education Programs, Page 3 of 31 Guiding Questions can be used in tandem with other professional standards or guidelines.For example, Guiding Questions can be used to supplement or inform accreditation standards and self- studies. Two resources of particular value in th
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