The Theory and Practice of Case-In-Point Teaching of Organizational Leadership

Robert Yawson ()

MPRA Paper from University Library of Munich, Germany

Abstract: Leadership Education and Development programs at the graduate and undergraduate levels are implemented with an overall objective to prepare students for the dynamic ‘complex global working’ environment. Case-In-Point teaching in leadership education is an emerging pedagogy that is gaining ascendancy and relevance both in theory and practice. The pedagogy is predicated on the conception that leadership is a function of self-awareness and knowing oneself, ability to articulate one’s vision, capacity to create a community of trust among colleagues, and the ability to take effective action to realize one’s own potential; and that linear epistemology as a dominant and prevailing epistemology in leadership education can no longer be the dominant epistemology. This paper discusses how Case-In-Point Pedagogy can be used in teaching organizational leadership. The discussions are based on Ron Heifetz’ Case-In-Point Pedagogy as situated in the realist ontological frameworks of teaching leadership outlined in Sharon Parks’ Leadership Can Be Taught. The paper takes a look at the epistemological and conceptual framework of the Case-In-Point Pedagogy, the theory and practice of Case-In-Point Teaching, and how it could be incorporated into leadership courses. The themes and issues related to the adoption and use of Case-In-Point are outlined.

Keywords: Leadership; Complexity; Pedagogy; Epistemology; Management (search for similar items in EconPapers)
JEL-codes: A2 I2 M0 M1 Z0 (search for similar items in EconPapers)
Date: 2014-05
New Economics Papers: this item is included in nep-edu
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Citations: View citations in EconPapers (1)

Published in American Journal of Management 1-2.14(2014): pp. 72-81

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