Vision . . . Focus . . . Change . . . Influence! These terms are commonly used in the language of leaders and leadership education. In the context of the National Leadership Education Research Agenda (NLERA) (Andenoro, et al., 2013) those terms reflect higher-level meanings and applications. First and foremost, the overarching vision of a ‘living’ document to guide and direct future leadership education research has far-reaching implications for faculty, students, and ultimately the knowledge base of leadership education. Scholars of leadership education should be motivated and challenged by the NLERA to identify how their individual and collective contributions expand the knowledge base of our discipline. Having foresight and recognizing what leadership education aspires to be and become in the future was prerequisite to the development of the NLERA. The ability to envision a preferred future through a new and different lens is the very essence of a vision. Based upon that vision, we now have a framework and pathway to build upon our existing knowledge by adding new knowledge that, by consensus, is both important and significant (Warmbrod, 1986; 1987, 1993).

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