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Salla Sissonen

As an afterthought to the chapters in the book, this epilogue plays with the idea of looking to the future by briefly examining what is happening at earlier stages of education today. By understanding some of the objectives of the Finnish national core curriculum 2014 and taking a look at the practices at school, we can imagine the optimal skillsets that a now 12-year-old child will have when they enter higher education in a few years’ time. Optimally, we will be faced with a person with a developed understanding of how they learn best, a creative learner and problem-solver with skills in meaningful use of technology. This chapter argues that it does not mean the efficient future learners will not require teaching; on the contrary, we will continue to need competent pedagogical thinkers to guide the students on their individual paths to lifelong-learning.

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Higher Education in the Digital Age

Moving Academia Online

Edited by Annika Zorn, Jeff Haywood and Jean-Michel Glachant

The European higher education sector is moving online, but to what extent? Are the digital disruptions seen in other sectors of relevance for both academics and management in higher education? How far are we from fully seizing the opportunities that an online transition could offer? This insightful book presents a broad perspective on existing academic practices, and discusses how and where the move online has been successful, and the lessons that can be learned.
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Annika Zorn, Jeff Haywood and Jean-Michel Glachant

The introduction discusses how the digital trend that has substantially disrupted other sectors is transforming the higher education sector or even posing a threat to academic institutions’ core business. What could be the rationale for higher education institutions to incorporate a comprehensive digital agenda into their core strategy? Outlining the main developments over the past years in the areas of education, research and knowledge sharing, the authors argue that academic institutions are still far from grasping the full potential of what the digital offers to the academy. Not only does the adoption of online and open practices allow universities to respond to major challenges facing them today, but a digital vision also allows higher education institutions to re-define their role in society. Subsequently, the authors outline how the examples discussed in the book, stemming from a variety of academic contexts, will enrich our understanding of what ‘moving online’ might entail and how to make it work in practice.

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Gama Perruci and Sadhana W. Hall

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Gama Perruci and Sadhana W. Hall

The last chapter of this book includes the reflections of the two co-authors on how to move forward as educators and pave the path for continued learning about leadership studies. It emphasizes key takeaways from the previous chapters. Readers will find different aspects of the book more valuable depending on their individual interests and level of experience and maturity in developing and implementing leadership programs. This chapter lays out the priorities that should inform all educators when teaching leadership.

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Gama Perruci and Sadhana W. Hall

In this chapter, we explore the intellectual development of leadership studies (e.g., the empirical study of leadership, the development of a leadership canon, leadership as a discipline) as a way to suggest different paths that educators might take in developing a leadership curriculum. There is no single formula for developing a rigorous curriculum to expand students’ knowledge of how leadership works. Academic strengths of educators as well as an institution’s traditions may influence the types of courses that are integrated into a leadership program. These choices must provide students with a deeper understanding of the concepts and literary contributions of the leadership canon. Every leadership program obviously will have a different history and reality that will shape the curricular choices that are made. The key to a vibrant leadership curriculum is to be intentional and rigorous in curricular development.

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Gama Perruci and Sadhana W. Hall

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Gama Perruci and Sadhana W. Hall

This chapter is designed to introduce educators to the interdisciplinary connections that have given rise to leadership studies. While many leadership programs trace their roots to student affairs offices, the current academic study of leadership is often housed in various academic departments. The chapter begins by engaging the reader in this question about the interdisciplinary teaching of leadership: Is it a dialogue of disciplines or a pedagogical tool for understanding human relations? Next, the chapter reviews the different approaches that educators have taken to advance the teaching of leadership, including pre-professional, liberal-arts, and topic-based programs. The chapter ends with a discussion about the dynamic of finding an academic home for leadership studies.

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Gama Perruci and Sadhana W. Hall

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Gama Perruci and Sadhana W. Hall

Leadership development is deeply personal. Part of the leadership development experience is to recognize that there is no easy way to become a successful leader, and that leaders require a certain level of humility. Practical wisdom is gained by developing the habits of doing the right thing in the right way at the right time through experience. Learners need to be able to understand the choices they make and the consequences of the decisions they take. This chapter includes examples of activities educators can use for creating an environment in which their learners can gain practical wisdom and highlights a few program strategies that develop leadership capacities in learners when working with others. Finally, the chapter examines the role of failure in gaining practical wisdom.