This practice paper reflects on the experience of delivering leadership development for the voluntary sector through open-access online learning. We outline key elements of learning design and explore the potential and challenges of widening access to leadership development through this form of learning. We note the importance of aligning the conceptualisation of the leadership approach to learning and the principles of open access. The paper ends by offering insights for leadership development practitioners.
Afolayan, G. (2016) Reflexive learning, in S.L. Danver (ed) The SAGE Encyclopaedia of Online Education, Thousand Oaks, CA: SAGE Publications.
Alvesson, M. (2019) Waiting for Godot: eight major problems in the odd field of leadership studies, Leadership, 15(1): 27–43. doi: 10.1177/1742715017736707
Argyris, C. and Schön, D. (1974) Theory in Practice: Increasing Professional Effectiveness, San Francisco, CA: Jossey-Bass.
Carroll, B. and Smolović Jones, O. (2018) Mapping the aesthetics of leadership development through participant perspectives, Management Learning, 49(2): 187–203. doi: 10.1177/1350507617738405
Carroll, B., Levy, L. and Richmond, D. (2008) Leadership as practice: challenging the competency paradigm, Leadership, 4(4): 363–79. doi: 10.1177/1742715008095186
Collinson, D. and Smolović Jones, O. (2018) ‘No more heroes’: critical perspectives on leadership romanticism, Organization Studies, 39(11): 1625–47. doi: 10.1177/0170840617727784
Downes, S. (2007) Models for sustainable open educational resources, Interdisciplinary Journal of Knowledge and Learning Objects, 3: 29–44.
Engeström, Y. (2001) Expansive learning at work: toward an activity theoretical reconceptualization, Journal of Education and Work, 14(1): 133–56.
Grint, K. (2010) Leadership: A Very Short Introduction, Oxford: Oxford University Press.
Huxham, C. and Vangen, S. (2000) Leadership in the shaping and implementation of collaboration agendas: how things happen in a (not quite) joined-up world, Academy of Management Journal, 43(6): 1159–75.
Hylén, J. (2007) Open educational resources: opportunities and challenges, https://www.oecd.org/education/ceri/37351085.pdf.
Jacklin-Jarvis, C. (2015) Collaborating across sector boundaries: a story of tensions and dilemmas, Voluntary Sector Review, 6(3): 285–302. doi: 10.1332/204080515X14448338369886
Jacklin-Jarvis, C. and Rees, J. (2021) Fun, lifelong relationships and a safer community: understanding collective leadership practice in a grassroots association, Voluntary Sector Review [early access].
Lane, A. (2017) Open education and the sustainable development goals: making change happen, Journal of Learning for Development, 4(3): 275–86. doi: 10.56059/jl4d.v4i3.266
Law, P. and Perryman, L. (2017) How OpenLearn supports a business model for OER, Distance Education, 38(1): 5–22. doi: 10.1080/01587919.2017.1299558
Paton, R., Mordaunt, J. and Cornforth, C. (2007) Beyond non-profit management education: leadership development in a time of blurred boundaries and distributed learning, Nonprofit and Voluntary Sector Quarterly, 36(4): 148S–62S. doi: 10.1177/0899764007305053
Raelin, J.A. (2011) From leadership-as-practice to leaderful practice, Leadership, 7(2): 195–211. doi: 10.1177/1742715010394808
Raelin, J.A. (ed) (2016a) Leadership-as-Practice: Theory and Application, London: Routledge.
Raelin, J.A. (2016b) It’s not about the leaders: it’s about the practice of leadership, Organizational Dynamics, 45(2): 131–58.
Raelin, J.A. (2020) Toward a methodology for studying leadership-as-practice, Leadership, 16(4): 480–508. doi: 10.1177/1742715019882831
Smolović Jones, N., Smolović Jones, O., Winchester, N. and Grint, K. (2016) Putting the discourse to work: on outlining a praxis of democratic leadership development, Management Learning, 47(4): 424–42.
Stephenson, R. (2005) How to make open education succeed. Utah: Open Education Conference
Terry, V., Rees, J. and Jacklin-Jarvis, C. (2020) The difference leadership makes? Debating and conceptualising leadership in the UK voluntary sector, Voluntary Sector Review, 11(1): 99–111. doi: 10.1332/204080519X15634331938320
United Nations (2015) Transforming our world: the 2030 agenda for sustainable development, https://sustainabledevelopment.un.org/content/documents/21252030%20Agenda%20for%20Sustainable%20Development%20web.pdf.
Vangen, S. (2017) Developing practice-oriented theory on collaboration: a paradox lens, Public Administration Review, 77(2): 263–72. doi: 10.1111/puar.12683
Vangen, S. and Huxham, C. (2003) Enacting leadership for collaborative advantage: dilemmas of ideology and pragmatism in the activities of partnership managers, British Journal of Management, 14: S61–S76. doi: 10.1111/j.1467-8551.2003.00393.x
May 2022 onwards | Past Year | Past 30 Days | |
---|---|---|---|
Abstract Views | 261 | 261 | 12 |
Full Text Views | 473 | 473 | 85 |
PDF Downloads | 230 | 230 | 29 |