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Framework Integration in Academia: Moving from Theory to Practice

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Title: Framework Integration in Academia: Moving from Theory to Practice
Language: English
Authors: Lori B. Doyle, Kara S. Bratton, Timothy Young, Catherine Webb, Cari A. Chittick, Heather L. Vezner, Rebecca A. Stanton, Tanya M. Tarbutton
Source: Journal of Organizational and Educational Leadership. 2025 11(1).
Availability: School of Education at Gardner-Webb University. P.O. Box 7304, Bolling Springs, NC 28017. Tel: 704-406-4295; e-mail: library@gardner-webb.edu; Web site: http://digitalcommons.gardner-webb.edu/joel/
Peer Reviewed: Y
Page Count: 33
Publication Date: 2025
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: Values Education, Moral Values, Leadership Styles, Participative Decision Making, Empathy, Trust (Psychology), Communities of Practice, Theory Practice Relationship, Higher Education
ISSN: 2380-0860
Abstract: Character education has been a point of focus and research in K-12 education dating back to the 1990s. The work of integrating a character-forward framework in higher education is now considered a beneficial and impactful practice. One university has successfully completed the initial work of integrating a servant leadership framework in the School of Education using an approach in line with the community of practice model. The authors of this paper work together and have each played a key role in not only the early stages but the ongoing phases associated with maintaining and improving. This theory-to-practice article begins with an introduction to Servant Leadership theory and the Community of Practice model in order to make theoretical connections and discuss implications regarding the larger field of knowledge specific to the field of education and even more narrowly, higher education. One university's approach will be described in terms of what has been accomplished and what will most likely always be seen as, in-progress in the direction of improvement. Extensions to consider beyond the higher-education context will be shared as well as a call for empirical findings based on the initial and theoretical concept outlined in this article. [Note: The volume number (10) shown in the article header on the PDF is incorrect. The correct volume number is 11.]
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1484273
Database: ERIC
FullText Text:
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  Data: School of Education at Gardner-Webb University. P.O. Box 7304, Bolling Springs, NC 28017. Tel: 704-406-4295; e-mail: library@gardner-webb.edu; Web site: http://digitalcommons.gardner-webb.edu/joel/
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  Data: <searchLink fieldCode="DE" term="%22Values+Education%22">Values Education</searchLink><br /><searchLink fieldCode="DE" term="%22Moral+Values%22">Moral Values</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership+Styles%22">Leadership Styles</searchLink><br /><searchLink fieldCode="DE" term="%22Participative+Decision+Making%22">Participative Decision Making</searchLink><br /><searchLink fieldCode="DE" term="%22Empathy%22">Empathy</searchLink><br /><searchLink fieldCode="DE" term="%22Trust+%28Psychology%29%22">Trust (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Communities+of+Practice%22">Communities of Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Theory+Practice+Relationship%22">Theory Practice Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink>
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  Data: Character education has been a point of focus and research in K-12 education dating back to the 1990s. The work of integrating a character-forward framework in higher education is now considered a beneficial and impactful practice. One university has successfully completed the initial work of integrating a servant leadership framework in the School of Education using an approach in line with the community of practice model. The authors of this paper work together and have each played a key role in not only the early stages but the ongoing phases associated with maintaining and improving. This theory-to-practice article begins with an introduction to Servant Leadership theory and the Community of Practice model in order to make theoretical connections and discuss implications regarding the larger field of knowledge specific to the field of education and even more narrowly, higher education. One university's approach will be described in terms of what has been accomplished and what will most likely always be seen as, in-progress in the direction of improvement. Extensions to consider beyond the higher-education context will be shared as well as a call for empirical findings based on the initial and theoretical concept outlined in this article. [Note: The volume number (10) shown in the article header on the PDF is incorrect. The correct volume number is 11.]
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      – Text: English
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      – SubjectFull: Values Education
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      – SubjectFull: Moral Values
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      – SubjectFull: Leadership Styles
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      – SubjectFull: Participative Decision Making
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      – SubjectFull: Empathy
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