Holdings: Action leadership :: THWS Bibkatalog

Action leadership: towards a participatory paradigm

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Bibliographic Details
Main Author:	Zuber-Skerritt, Ortrun 1936- (Author)
Format:	Book
Language:	English
Published:	Dordrecht [u.a.] Springer 2011
Subjects:	Führung Action research Active learning Educational leadership Executives > Training of Leadership > Study and teaching Pädagogik Aktionsforschung
Online Access:	Inhaltsverzeichnis
Physical Description:	XXIX, 258 S. graph. Darst.
ISBN:	9789048139347

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MARC


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adam_text	IMAGE 1 CONTENTS INTRODUCTION 1 FROM ACTION LEAMING AND ACTION RESEARCH TO ACTION LEADERSHIP 1 CHAPTER OVERVIEW . 1 1NTRODUCTION . . . . 1 DEFINITION OF TERMS 5 PURPOSE AND AIMS . 7 APPROACH . 9 READERSHIP . 10 MODELS. . . 11 STORYLINE . . 12 BOOK CONTENT 14 CHAPTER 2: PALAR CONCEPTS, MODELS AND VA1UES . 15 CHAPTER 3 : PALAR: DIA1ECTIC OF THEORY AND PRACTICE . 15 CHAPTER 4 : PALAR PARADIGM AND METHODO1OGY ... 16 CHAPTER 5: HIGHER EDUCATION . . . . . . . . . . . . . . 16 CHAPTER 6: MANAGEMENT EDUCATION FOR ORGANIZATION DEVE10PMENT 17 CHAPTER 7: COMMUNITY DEVE10PMENT 17 CHAPTER 8: ACTION LEADERSHIP WITHIN A PARTICIPATORY PARADIGM 17 LIMITATIONS AND CONTRIBUTIONS 18 CHAPTER SUMMARY . 19 DISCUSSION STARTERS 19 NOTE . . . . . . . . 19 PART I CONCEPTUAL FRAMEWORK FOR PALAR 2 PALAR CONCEPTS, MODELS AND VALUES 23 CHAPTER OVERVIEW . 23 INTRODUCTION . . . . . . . . . . . . . . . 23 ACTION LEAMING . . . . . . . . . . . . . 24 CONCEPTS AND CHARACTERISTICS OF ACTION LEAMING 25 ACTION LEARNING PROGRAMMES AND PROJECTS ... 27 XI IMAGE 2 XII ACTION RESEARCH . . . . . . . . . . . . . . . . . . . CONCEPTS AND CHARACTERISTICS OF ACTION RESEARCH PARTICIPATORY ACTION RESEARCH (PAR) . ACTION SCIENCE . . . . . . . . . . . . . . . . . . ACTION RESEARCH REQUIREMENTS AND QUALITY CRITERIA . THE CONCEPT OF PALAR: INTEGRATING ACTION LEARNING (AL) WITH PARTICIPATORY ACTION RESEARCH (PAR) . PALAR MODELS . . . . . . . . . . . . . . . . A GENERIC MODEL FOR PALAR PROGRAMMES VALUES IN A PALAR CULTURE . . . . CORE VALUES . . . . . . . . . . . . . . . . . ESPOUSED AND GOVERNING VALUES . . . . . . MODEL I AND MODEL 2 VALUES AND STRATEGIES SUCCESS AND FAILURE: MANAGED CHANGE . . . . WH AT MAKES PALAR PROGRAMMES SUCCESSFUL? WH AT MAKES PALAR PROGRAMMES UNSUCCESSFUL? . OTHER POTENTIAL PITFALLS AND HOW TO AVOID THEM CHAPTER SUMMARY . DISCUSSION STARTERS . . . . . . . . . . . . . NOTES . 3 PALAR: DIAIECTIC OF THEORY AND PRACTICE CHAPTER OVERVIEW INTRODUCTION DIALECTIC . . . . . PRAXIS . . . . . . PALAR: A SYNTHESIS OF THEORY AND PRACTICE . KNOWLEDGE INTEGRATION . INDIGENEITY . . . . . . . . . . . . . INTEGRATING KNOWLEDGE AND ACTION . PRACTICAL THEORIES . CHAPTER SUMMARY . DISCUSSION STARTERS NOTE . 4 PALAR PARADIGM AND METHODOLOGY . CHAPTER OVERVIEW INTRODUCTION . . TERMINOLOGY DIALECTIC .. PARADIGMS . . . COMPETING PARADIGMS LANGUAGE . . . . . . THEORETICAL FRAMEWORK GROUNDED THEORY . ACTION THEORY ... CONTENTS 32 34 36 37 38 39 40 41 46 47 50 50 52 53 54 54 55 56 56 57 57 58 59 61 62 63 65 66 68 71 72 72 73 73 74 75 76 76 78 81 81 82 85 IMAGE 3 CONTENTS XIII CRITICAL THEORY . . . . . . . . . . 87 SYSTEMS THEORY. . . . . . . . . . 89 PERSONAL CONSTRUCT THEORY (PCT) 92 EXPERIENTIAL LEARNING THEORY 96 DIALECTIC METHODOLOGY 96 THESIS. . 97 ANTITHESIS . . . 99 SYNTHESIS . . . 100 CHAPTER SUMMARY 100 DISCUSSION STARTERS 102 APPENDIX I .... 102 REPERTORY GRID TECHNIQUE: INSTRUCTIONS AND FORMS FOR PARTICIPANTS . 102 NOTES 105 PART 11 ACTION LEADERSHIP DEVEIOPMENT AND APPLICATIONS 5 ACTION LEADERSHIP DEVELOPMENT IN HIGHER EDUCATION 109 CHAPTER OVERVIEW . . . . . . . . . . . . . . . . 109 INTRODUCTION . . . . . . . . . . . . . . . . . . . 110 PROFESSIONAL DEVELOPMENT IN HIGHER EDUCATION 111 LEONTIEV S THEORY OF ACTION . . . . . . . . . 111 ACTION RESEARCH IN HIGHER EDUCATION: THE CRASP MODEL 115 EXAMPLES OF ACTION RESEARCH AS PROFESSIONAL DEVELOPMENT 118 REFTECTIONS ON THE CASE. . . . . . . . . . . . . . . 121 CONCLUSIONS FROM THE CASE . . . . . . . . . . . . . 125 ACTION LEADERSHIP DEVELOPMENT IN HIGHER EDUCATION 126 WHAT IS ACTION LEADERSHIP IN HIGHER EDUCATION? 126 CHAPTER SUMMARY. 136 DISCUSSION STARTERS 138 NOTES 138 6 MANAGEMENT EDUCATION FOR ORGANIZATION DEVELOPMENT 139 CHAPTER OVERVIEW . . . . . . . . . . . . . . . . . . . . . . 139 INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . 140 FROM HIGHER EDUCATION TO MANAGEMENT EDUCATION AND DEVELOPMENT . 140 MY STORY . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141 LINKS BETWEEN HIGHER EDUCATION AND MANAGEMENT EDUCATION AND DEVELOPMENT . . . . . . . . . . . . . . . . 144 REASONS FOR COLLABORATION . . . . . . . . . . . . . 145 MANAGEMENT EDUCATION THROUGH ACTION LEARNING . . 146 A HISTORIE PERSPECTIVE ON MANAGEMENT EDUCATION 147 EXAMPLES OF MBA THROUGH ACTION LEAMING . . . 150 A GENERIC MBA PROGRAMME BY ACTION LEARNING FOR EXECUTIVES 153 PROFESSIONAL DEVELOPMENT OF MANAGERS AND EXECUTIVES THROUGH PALAR . . . . . . . . . . . . . . . . . . . . . . . . . . 157 SENIOR EXECUTIVE ACTION LEARNING (SEAL) PROGRAMME . . . . 159 IMAGE 4 XIV PROFESSIONAL DOCTORAL THESIS BY EXPLICATION . . . . . . ORGANIZATION DEVELOPMENT FOR THE LEAMING ORGANIZATION THE LEAMING ORGANIZATION . . . . . . . . . . . . . . . WHY CHANGE PROGRAMMES DO NOT PRODUCE CHANGE .. A MODEL OF EMANCIPATORY ACTION RESEARCH FOR ORGANIZATIONAL CHANGE . . . . . CHAPTER SUMMARY . DISCUSSION STARTERS APPENDIX 2 . . . . MBA (EXECUTIVE) BY ACTION LEAMING: COURSE OUTLINES . APPENDIX 3 .. . . . . . . . . . . . . . . . . . . . . . . . CHECKLIST FOR EVALUATING THE QUALITY OF A DOCTORAL THESIS BY EXPLICATION . NOTES . 7 COMMUNITY DEVELOPMENT CHAPTER OVERVIEW . . . . . INTRODUCTION . . . . . . . . COMMUNITY DEVELOPMENT . DEFINITION . . . . . . . . EXTENDED DEFINITION: COMMUNITY DEVELOPMENT BY PEOPLE-RESEARCHERS .... EXAMPLES . . . . . . . . . . . . ACTION LEADERSHIP DEVELOPMENT . DEVELOPMENT OF LIFELONG LEAMING GULL - THE UNIVERSITY FOR LIFELONG LEAMING CHAPTER SUMMARY . DISCUSSION STARTERS NOTES . CONCLUSION CONTENTS 162 170 171 172 173 178 179 179 179 185 185 186 187 187 188 189 190 191 193 203 206 206 217 218 219 8 ACTION LEADERSHIP WITHIN A PARTICIPATORY PARADIGM . 221 CHAPTER OVERVIEW . 221 INTRODUCTION . . . . . . 221 GOALS 222 ACHIEVEMENT OF GOALS . 222 SUMMARY OF WORK. . . 223 EVALUATION OF WORK DONE AND LIMITATIONS 224 CONTRIBUTION TO KNOWLEDGE IN THEORY AND PRACTICE 225 A NEW BOOK GENRE. . . 225 THE CONCEPT OF PALAR .. . . . . . . . . . . . 226 THE USE OF DIALECTIC . . . . . . . . . . . . . . . 226 MODELS FOR PROFESSIONAL AND ACTION LEADERSHIP DEVELOPMENT 227 SIGNIFICANCE . . . . . . . . . . . . . . . . . . . . . . . . . . . . 230 IMAGE 5 CONTENTS XV ACTION LEADERSHIP 231 PALAR ..... 232 CHAPTER SUMMARY . 232 DISCUSSION STARTERS 233 REFERENCES 235 NAME INDEX. 247 SUBJECT INDEX . 253
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author	Zuber-Skerritt, Ortrun 1936-
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discipline	Pädagogik Wirtschaftswissenschaften
format	Book
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title	Action leadership towards a participatory paradigm
title_auth	Action leadership towards a participatory paradigm
title_exact_search	Action leadership towards a participatory paradigm
title_full	Action leadership towards a participatory paradigm Ortrun Zuber-Skerritt
title_fullStr	Action leadership towards a participatory paradigm Ortrun Zuber-Skerritt
title_full_unstemmed	Action leadership towards a participatory paradigm Ortrun Zuber-Skerritt
title_short	Action leadership
title_sort	action leadership towards a participatory paradigm
title_sub	towards a participatory paradigm
topic	Führung Action research Active learning Educational leadership Executives Training of Leadership Study and teaching Pädagogik (DE-588)4044302-4 gnd Aktionsforschung (DE-588)4000957-9 gnd
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