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Kansas Leadership Studies Summit: Cultivating Collaborative Capacity for the Common Good

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Bibliographic Details
Title: Kansas Leadership Studies Summit: Cultivating Collaborative Capacity for the Common Good
Language: English
Authors: Priest, Kerry L., Kliewer, Brandon W., Stephens, Clinton M.
Source: Journal of Leadership Education. Jul 2018 17(3):195-207.
Availability: Association of Leadership Educators. e-mail: Jole@aged.tamu.edu; Web site: http://leadershipeducators.org/page-1014283
Peer Reviewed: Y
Page Count: 13
Publication Date: 2018
Document Type: Journal Articles
Reports - Descriptive
Education Level: Adult Education
Descriptors: Leadership Training, Conferences (Gatherings), Collegiality, Capacity Building, Coaching (Performance), Global Approach, Cultural Awareness, Women Administrators, Teacher Leadership, Teacher Qualifications, Credentials, Professional Continuing Education, Program Design
Geographic Terms: Kansas
ISSN: 1552-9045
Abstract: Bringing together leadership educators from 11 programs in Kansas, the Leadership Studies Summit fostered new initiatives and strengthened collegial networks. The summit responded to local and national expressed needs for intensive dialogue focusing on collaboration and capacity building among leadership educators for advancing the common good. This application brief will share the format and outcomes of this dialogue, including recommendations for future multi-institutional collaborations.
Abstractor: As Provided
Number of References: 27
Entry Date: 2018
Access URL: https://www.journalofleadershiped.org/attachments/article/559/2017_0784Priest.pdf
Accession Number: EJ1186933
Database: ERIC
Description
Abstract:Bringing together leadership educators from 11 programs in Kansas, the Leadership Studies Summit fostered new initiatives and strengthened collegial networks. The summit responded to local and national expressed needs for intensive dialogue focusing on collaboration and capacity building among leadership educators for advancing the common good. This application brief will share the format and outcomes of this dialogue, including recommendations for future multi-institutional collaborations.
ISSN:1552-9045