Adult Learning Through Collaborative Leadership E-Book

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Serie: J-B ACE Single Issue Adult & Continuing Eeducation
• Sprache: Englisch

Seitenzahl: 202

Veröffentlichungsjahr: 2018

Beschreibung

By attending to the adult learning that takes place through more collaborative approaches to leadership, this volume draws upon scholars who understand leadership as more participatory, transformative, generative, and democratic. Looking beyond position-based individual leadership it captures how adults learn through the diverse actions, processes, and strategies collaborative leaders employ to bring about change. * Drawing from scholarship and practice, this sourcebook weaves theory with the authors experiences by showcasing real-life examples of collaborative leadership in a variety of contexts including community, healthcare, secondary, and post-secondary education. * It also provides a range of creative strategies such as playbuilding, coaching, fostering global partnerships, and ensemble leadership as well as indigenous and feminist perspectives on leadership. This sourcebook will support adult educators seeking to promote learning through more collaborative approaches to leadership and engagement in a variety of settings. Readers will benefit by deepening their understanding of how leadership is not only enacted among individuals, but how it is also expressed in collective ways of thinking, doing, being, knowing, and learning. This is the 156th volume of the Jossey Bass series New Directions for Adult and Continuing Education. Noted for its depth of coverage, it explores issues of common interest to instructors, administrators, counselors, and policymakers in a broad range of education settings, such as colleges and universities, extension programs, businesses, libraries, and museums.

Leseprobe

New Directions for Adult and Continuing Education

Jovita M. Ross-Gordon Joellen E. Coryell COEDITORS-IN-CHIEF

Adult Learning Through Collaborative Leadership

Catherine Etmanski Kathy Bishop M. Beth Page EDITORS

Number 156 • Winter 2017

Jossey-Bass

San Francisco

Adult Learning Through Collaborative Leadership

Catherine Etmanski, Kathy Bishop and M. Beth Page (eds.)

New Directions for Adult and Continuing Education, no. 156

Coeditors‐in‐Chief: Jovita M. Ross‐Gordon and Joellen E. Coryell

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CONTENTS

Editors’ Notes

References

1: The “Tse Tsa Watle” Speaker Series: An Example of Ensemble Leadership and Generative Adult Learning

Forming a Generative Learning Community for Reconciliation

Enacting Ensemble Leadership to Promote Generative Learning

Are We There Yet?: TTWSS’ (Ambiguous) Outcomes

References

2: Gendering Collaboration: Adult Education in Feminist Leadership

Constructions of Gender

Problematizing the Notion of Feminine Leadership

Feminism's Influence on Leadership and Adult Education

Feminist Leadership

Power and Empowerment

Conclusion: Reflections on Adult Education in Feminist Leadership

References

3: A Journey into Collaborative Leadership: Moving Toward Innovation and Adaptability

Cultivating Collaborative Leadership in BAHC

Making Sense of the Journey So Far: Initial Outcomes, Learning, and Next Steps

References

4: Next-Generation Leadership

An Overview of Leadership Considerations

The Digital Generation

Leadership for a Digital Age

Conclusion

References

5: Learning in Global Collaborations for Impact and Innovation

Aligning Personal Values with Global Partnerships

Learning in Global Social Movements

Collaboration in the Pharmaceutical Sector

Trusting Relationships as Foundations for Global Collaborations

Acknowledging Prejudice While Staying Open to Connection

The Expertise Local Leaders Bring to Global Challenges

Learning from Global Collaborations in Innovation Hubs

Leadership for Learning in Global Collaborations

Conclusion: Aligning My Work for Greater Impact in the Larger Global Community

References

6: Fostering Collaborative Leadership Through Playbuilding

Within Community: Will

Within Secondary Schools: Tracey and David

Within University: Kathy

Across All of Our Experiences

References

7: Cocreating Collaborative Leadership Learning Environments: Using Adult Learning Principles and a Coach Approach

Experiential Learning Model

Our Relationship with Adult Learners—Concrete Experience

Considering a Coach Approach to Learning—Reflective Observation

Using Mindfulness as Our Guiding Framework—Abstract Conceptualization

Collaborating with Learners—Active Experimentation

Conclusion

References

8: Understanding Collaborative Leadership in Theory and Practice

Collaborative Leadership Defined

Theoretical Underpinnings of Collaborative Leadership

Transformative Learning

Characteristics of Collaborative Leadership

Intersubjective Themes

Implications for Teaching and Learning in Adult Education

References

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Index

End User License Agreement

List of Illustrations

Chapter 3

Figure 3.1

The four phases and eight stages in the Hall-Tonna Values Map

Guide

Cover

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Editors’ Notes

The purpose of this sourcebook is to explore the intersection of adult learning and collaborative leadership. With the notable exception of Clover, Butterwick, and Collins’ (2016) compilation titled Women, Adult Education, and Leadership in Canada, little has been written about the possibilities for learning when adults engage in collaborative approaches to leadership. Drawing from scholarship related both to collaborative leadership (e.g., Chrislip, 2002; Chrislip & Larson, 1994; Crevani, Lindgren, & Packendorff, 2007) and to adult education and learning, this sourcebook weaves theory with practice by showcasing real-life examples of collaborative leadership.

The term leadership is, as Grint (2005) suggested, an essentially contested concept, with a plethora of literature written in its name yet very little agreement about what leadership means. Although the traditional idea of an individual, charismatic, often male, heroic leader (Carlyle, 1841) remains a popular stereotype, current scholarship and practice tell us that leadership takes many forms, with an increasing focus on collaboration (Raelin, 2016). By attending to the adult learning that takes place through more collaborative approaches to leadership, this collection draws upon scholars who understand leadership as emergent (Scharmer, 2007), distributed (Bolden, Petrov, & Gosling, 2009), democratic (Shields, 2009), transformational (Norris, Barnett, Basom & Yerkes, 2002), and compassionate in uncertain times (Wheatley, 2006, 2005). This sourcebook looks beyond position-based individual leadership to capture how people learn through the diverse actions, processes, and strategies collaborative leaders employ to bring about change. The authors in this sourcebook are seeking ways to understand not only how leadership is enacted among individuals but also how it is expressed in collective ways of thinking, doing, being, knowing, and learning.

Collaborative leadership settings offer insights into a range of topics of continued relevance to adult educators. For example, when groups of adults take initiative to learn what is needed to accomplish the task at hand, this can offer insight into self-directed learning (Knowles, 1975). When this collaborative learning becomes a natural part of one's leadership practice and way of being in the world, this can offer insights into lifelong learning (Sutherland & Crowther, 2006) or informal and incidental learning (Foley, 1999). The authors in this sourcebook offer a depth of understanding about learning in collaborative leadership settings.

Chapter 1 begins with Virginia McKendry's use of ensemble leadership and generative learning theories to make sense of an Indigenous speaker series formed to foster intercultural partnerships at a Canadian university. McKendry argues that ensemble leadership is a key element in designing the generative learning adult learners need in an era of ambiguity.

In Chapter 2, Darlene Clover, Catherine Etmanski, and Rachel Reimer continue to lay some foundational concepts by building on Clover and McGregor's (2016) work related to feminist leadership. Clover, Etmanski, and Reimer focus on effective collaborative leadership strategies drawn from women-centered social movements while being careful not to assume that biological sex determines propensity toward collaboration. As the authors suggest, when leaders integrate critical self-reflection into their practice, this demonstrates reflective learning and connects with feminist approaches to adult learning. This chapter demonstrates the merits of drawing upon multiple people and perspectives to foster positive change in the face of neoliberal, patriarchal, colonial, and capitalist ideologies.

In Chapter 3, Ken Otter and Doug Paxton shift the focus to a case study that explores the journey of an executive leadership team seeking to become more collaborative, innovative, and adaptive in their approach to organizational leadership, by using a values-based collaborative leadership program. The executive team's journey shows the emergence of another stream of coleadership that Denis, Langley, and Sergi (2012) called “producing leadership through interaction” (p. 4). The journey of the executive team and their interactions over time offer a window into the possibilities of learning through coleadership.

In Chapter 4, Bryan Webber and Jenna Forster examine how transformative learning concepts can support the development of emerging leaders in the digital age. Today's younger leaders are experiencing a significant shift in how members of society communicate and connect, which has implications for effective collaborative leadership. Strategies for supporting these leaders’ learning are articulated, along with the role of leadership educators who are working with these emerging leaders. Webber and Forster conclude that opportunities exist to integrate the digital age (and its global context) with experiential, adult learning to support leadership development for this new generation of leaders. Their insights offer guidance to adult educators who are educating these emerging leaders.

Given the complex nature of twenty-first-century global challenges related to health, poverty, and education (among others), in Chapter 5, Eliane Ubalijoro contends that new partnership models can give rise to the innovation needed to address these challenges. These partnerships can allow each partner to increase their capacity by leveraging outside strengths. Making use of literature from the field of social movement learning, Ubalijoro documents several examples of leaders working across disciplines and in global networks to achieve humanitarian outcomes.

Using embodied approaches to knowledge cocreation and leadership, as well as learning through the arts, in Chapter 6, Kathy Bishop, Will Weigler, Tracey Lloyd, and David Beare draw upon their practical experiences within community-based, secondary school, and university settings to explore fostering collaborative leadership through playbuilding. Across each of their contexts, the authors recognize how collaborative leaders are working between the spaces of rules and no rules, structure and freedom, conflict and creativity, and complex social interaction skills and art-making skills. They highlight the importance of structure (via such things as teaching performance language skills, creating a curriculum based on inclusion, control, and relations, and/or being aware of shifting roles within the work) for enabling collaborative leadership.

In Chapter 7, Beth Page and Rhonda Margolis recognize that when leaders intentionally learn from their experiences, this expands insight into experiential learning (Kolb, 1984; Kolb & Kolb, 2017). Page and Margolis also acknowledge that collaborative leadership presents epistemological considerations in terms of social constructivist approaches to knowledge cocreation in adult learning classrooms (Berger & Luckmann, 1967; Gergen, 2000). Furthermore, they invite educators to consider the possibilities that, when learners feel heard; when their experiences, knowledge, and intuition are affirmed; and when they know their voice matters, the result is the joy of cocreating collaborative leadership and learning environments.

In Chapter 8, our closing chapter, Randee Lipson Lawrence provides a synthesis and analysis, integrating the theories and thematic connections from the discussions of collaborative leadership throughout the volume and addressing implications for adult education.

Making explicit the important but often overlooked link between collaborative leadership and adult learning is a key objective of this collection. As coeditors, we were particularly interested in collaborative leadership because of our own experiences working together in multiple environments. Though conditions for collaboration are not always ideal (see, for example, Kahane, 2017), in working together, we have found that not only did our productivity increase, so too did the enjoyment of our work. We hope readers will experience similar synergy in their own collaborative leadership efforts and will glean new insights from the chapters that make up this volume.

Catherine EtmanskiKathy BishopM. Beth PageEditors

References

Berger, P. L., & Luckmann, T. (1967).

The social construction of reality: A treatise in the sociology of knowledge

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Bolden, R., Petrov, G., & Gosling, J. (2009). Distributed leadership in higher education.

Educational Management, Administration & Leadership

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Carlyle, T. (1841).

On heroes, hero-worship, and the heroic in history

. London: James Fraser.

Chrislip, D. D. (2002).

The collaborative leadership fieldbook

. San Francisco, CA: Jossey-Bass.

Chrislip, D. D., & Larson, C. E. (1994).

Collaborative leadership: How citizens and civic leaders can make a difference

. San Francisco, CA: Jossey-Bass.

Clover, D. E., Butterwick, S., & Collins, L. (Eds.). (2016).

Women, adult education, and leadership in Canada

. Toronto, Canada: Thompson.

Clover, D. E., & McGregor, C. (2016). Making waves: Feminist and indigenous women's leadership. In D. E. Clover, S. Butterwick, & L. Collins (Eds.),

Women, adult education and leadership in Canada (pp

. 17–28). Toronto, Canada: Thompson.

Crevani, L., Lindgren, M., & Packendorff, J. (2007). Shared leadership: A post-heroic perspective on leadership as a collective construction.

International Journal of Leadership Studies

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Denis, J. L., Langley, A., & Sergi, V. (2012).

Leadership in the plural. Academy of Management Annals

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Foley, G. (1999).

Learning in social action: A contribution to understanding informal education

. London: Zed Books.

Gergen, K. (2000).

An invitation to social construction

. Thousand Oaks, CA: Sage.

Grint, K. (2005).

Leadership: Limits and possibilities

. Houndmills, UK: Palgrave MacMillan.

Kahane, A. (2017).

Transformative scenario planning: Working together to change the future. San Francisco

, CA: Berrett-Koehler.

Knowles, M. (1975).

Self-directed learning

. Chicago, IL: Follett.

Kolb, A. Y., & Kolb, D. A. (2017).

The experiential educator: Principles and practices of experiential learning

. Kaunakakai, HI: EBLS Press.

Kolb, D. A. (1984).

Experiential learning: Experience as the source of learning and development

. Englewood Cliffs, NJ: Prentice Hall.

Norris, C., Barnett, B., Basom, M., & Yerkes, D. (2002).

Developing educational leaders—A working model: The learning community in action

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Raelin, J. (2016). Imagine there are no leaders: Reframing leadership as collaborative agency.

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Scharmer, C. O. (2007).

Theory U: Leading from the future as it emerges

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Shields, C. (2009).

Courageous leadership for transforming schools: Democratizing practice

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Sutherland, P., & Crowther, J. (2006).

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Wheatley, M. J. (2006).

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(3rd ed.). San Francisco, CA: Berrett-Koehler.

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Catherine Etmanski

is a professor and director of the School of Leadership Studies at Royal Roads University in Victoria, British Columbia, Canada.

Kathy Bishop

is an associate professor and program head for the Master of Arts in Leadership at Royal Roads University in Victoria, British Columbia, Canada.

M. Beth Page

is the owner of Dream Catcher Consulting. She also serves as an associate faculty member at Royal Roads University in Victoria, British Columbia, Canada.

1

This chapter examines an Indigenous speaker series formed to foster intercultural partnerships at a Canadian university. Using ensemble leadership and generative learning theories to make sense of the project, the author argues that ensemble leadership is key to designing the generative learning adult learners need in an era of ambiguity.

The “Tse Tsa Watle” Speaker Series: An Example of Ensemble Leadership and Generative Adult Learning

Virginia McKendry

Royal Roads University (RRU) is a public, special-purpose university that offers professionally focused graduate and undergraduate degree programs to mature working professionals and specializes in blended delivery of cohort-based, experiential learning experiences grounded in its transformative adult learning and teaching model (Royal Roads University, 2016). In 2010, the university agreed to support me in launching an action research project called the Tse Tsa Watle Speaker Series1 (TTWSS), in collaboration with RRU's Aboriginal Relations Coordinator Greg Sam (now retired), a Coast Salish elder from Tsartlip First Nation.2 Our purpose was to host an ongoing speaker series featuring Coast Salish Indigenous elders and cultural specialists for the purpose of forming a learning community that could help the university create working relationships with local Coast Salish communities.

To retrospectively make sense of the factors that contributed to the TTWSS's formation, process, and outcomes, I draw on Rosile, Boje, and Claw's (2016) ensemble leadership model and Nicolaides and Marsick's (2016) theory of “generative learning within ambiguity” to argue that ensemble leadership was constitutive of the TTWSS learning community's formation and that the learning it produced generated the university's organizational readiness for a more formal indigenization strategy. At the same time, I seek to show that ensemble leadership is commensurable with the Coast Salish concept of tsi'ts'uw'atul', a traditional teaching about the wisdom of enacting interdependence that has helped to sustain a Salishan way of life for millennia. The data informing this reflection on learning and leadership in the context of the TTWSS were gathered through observation, reflective fieldnotes of the series’ administration and coordination efforts, interviews with 17 participants (three speakers and 14 members of the university community), a collective reflection session with speakers, and video/audio documentation of the speaker series sessions.

Nicolaides and Marsick (2016) began with the insight that a transformative adult education model's focus on individual learning is grounded in what once was but is no longer a reasonable assumption of a stable context for learner transformation. Their theoretical innovation of generative learning within ambiguity enables “recasting the territory of adult education as spaces where individuals, groups, and society cultivate capacities to act in a constructive, transforming manner demands an evolution of the way we teach, learn, and act” (p. 18). As Nicolaides and Marsick noted, it is an andragogical model well suited for designing adult education suited to the challenges of what Zigmunt Bauman (2006) characterized as a time of “liquid modernity,” wherein the stability of institutions and environments associated with modernity (for example, resource extraction industries, political formations, educational traditions, entire natural ecologies, and global capitalism itself) has begun to collapse, and ambiguity replaces the certainties on which modernity was founded.

In the context of the TTWSS, ambiguity around Indigenous/Settler relations has arisen in the wake of recent Indigenous cultural and political resurgence following a series of recent Supreme Court of Canada decisions upholding Indigenous treaty rights and calls for institutional and interpersonal reconciliation efforts that are dismantling the colonial relationships on which Canada's identity and prosperity have been built (Truth and Reconciliation Commission of Canada, 2015, p. 316). Potentially, this historical juncture marks the beginning of a great “unsettling” (Regan, 2010) of Eurocentric cultural hegemony, a “liquid” postcolonial moment that calls for the design of informal and formal learning frameworks that can assist adult learners in building capacity for “engaging differences in times of disruptive change” (Nicolaides & Marsick, 2016, p. 11). In what follows, I connect the concept of tsi'ts'uw'atul' to Nicolaides's and Marsick's (2016) perspective on ambiguity as a catalyst for generative learning and then connect both concepts to Rosile et al.’s (2016) ensemble leadership model, using ensemble leadership's four qualities of collectivism, relationality, dynamism, and heterarchy as a framework for organizing discussion of the TTWSS. I seek to show that, given its commensurability with an Indigenous concept of collaboration and interdependence, ensemble leadership provides Western institutions with useful concepts for intentionally forming intercultural learning communities that are anticolonial and inclusive of Indigenous perspectives.

Forming a Generative Learning Community for Reconciliation

RRU is one of the many Canadian postsecondary institutions currently in the process of transforming its relationship with Indigenous communities, people, and knowledge. The campus is a historic site located on the traditional territory of the Xwsepsum (Esquimalt) and Lkwungen (Songhees) peoples, and it also served as a gathering place for Indigenous (largely Coast Salish) peoples to the west, north, east, and across the Strait of Juan de Fuca and the Salish Sea. When I arrived at RRU in 2010, Greg Sam (himself a recognized elder and longhouse orator) invited me to learn about the people whose homeland I was working on by helping him bring together students, staff, and faculty to learn about Coast Salish territory, language, history, and culture. With the financial and administrative support of the Office of Research, we started a Coast Salish speaker series that we called Tse Tsa Watle; this was a purposeful phonetic spelling (for ease of pronunciation for nonspeakers) of the Hul'q'umi'num' (a Salishan dialect) phrase tsi'ts'uw'atul'