<> "The repository administrator has not yet configured an RDF license."^^ . <> . . . "Innovation in leadership education:inquiry-based pedagogy"^^ . "Purpose – The purpose of our research is to better understand inquiry-based pedagogy in the context of\r\nleadership education. Specifically, we sought to learn about how leadership learning is characterized in an\r\nimmersive inquiry course, and how inquiry-based pedagogy is experienced by students engaged in\r\ninterdisciplinary leadership learning.\r\nDesign/methodology/approach – We used a case study approach as an overarching methodology. The\r\nresearch methods employed to collect data were World Cafe and episodic narrative interview. Further, we used\r\ncollocation analysis and systematic text condensation as analytical strategies to interpret data.\r\nFindings – Our findings led us to four primary conclusions: (1) inquiry-based learning helps to foster an\r\ninquiry mindset amongst leadership education students; (2) the challenges and tensions associated with\r\ninquiry-based learning are worth the learning gains for leadership students; (3) the opportunity to learn in\r\nrelationship is beneficial for leadership development outcomes and (4) students’ experiences of inquiry-based\r\nlearning in leadership education often included instances of transformation.\r\nResearch limitations/implications – Limitations of the research were: (1) it is a case study situated within a\r\nunique, particular social and educational context; (2) demographic data were not collected from participants, so\r\nresults cannot be disaggregated based on particular demographic markers and (3) the small sample size\r\ninvolved in the study makes it impossible to generalize across a broad population.\r\nPractical implications – This research has enabled a deep understanding of structural and relational\r\nsupports that can enable effective inquiry-based learning in leadership education. It also offers evidence to\r\nsupport institutional shifts to inquiry-based pedagogy in leadership education.\r\nSocial implications – Our research demonstrates that use of inquiry-based pedagogy in leadership\r\neducation has long-lasting positive effects on students’ capacity for applied leadership practice. Consequently,\r\nparticipants in this type of leadership learning are better positioned to effectively lead social change that is\r\npressing in our current global context.\r\nOriginality/value – There is scant (if any) published research that has focused on using inquiry-based\r\npedagogies in leadership education. This research makes a significant contribution to the scholarship of\r\nleadership education."^^ . "2025-02" . . "24" . "1" . . "Emerald Publishing Limited"^^ . . . "Journal of Leader Journal of Leadership Education"^^ . . . "15529045" . . . . . . . . . . . . . "Tatiana"^^ . "Losev"^^ . "Tatiana Losev"^^ . . "Harrison"^^ . "Campbell"^^ . "Harrison Campbell"^^ . . "Robin Alison"^^ . "Mueller"^^ . "Robin Alison Mueller"^^ . . . . . . "Innovation in leadership education:inquiry-based pedagogy (PDF)"^^ . . . "artikel 4.pdf"^^ . . "HTML Summary of #1651 \n\nInnovation in leadership education:inquiry-based pedagogy\n\n" . "text/html" . . . "L Education (General)"@en . .