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Abstracts prior to volume 5(1) have been archived!

Issue 5(1), October 2010 -- Paper Abstracts
Girard  (p. 9-22)
Cooper (p. 23-32)
Kunz-Osborne (p. 33-41)
Coulmas-Law (p.42-46)
Stasio (p. 47-56)
Albert-Valette-Florence (p.57-63)
Zhang-Rauch (p. 64-70)
Alam-Yasin (p. 71-78)
Mattare-Monahan-Shah (p. 79-94)
Nonis-Hudson-Hunt (p. 95-106) 



JOURNAL OF HIGHER EDUCATION THEORY AND PRACTICE 


Best Practices in Leadership Curriculum Development: A Case Study of a Curriculum
Designed to Foster Authentic Leadership Skills in Graduate Students


Author(s): Theresa M. Delbert, Karen Jacobs

Citation: Theresa M. Delbert, Karen Jacobs, (2021) "Best Practices in Leadership Curriculum Development: A Case Study of a Curriculum Designed to Foster Authentic Leadership Skills in Graduate Students," Journal of Higher Education Theory and Practice, Vol. 21, ss. 2, pp. 166-183

Article Type: Research paper

Publisher: North American Business Press

Abstract:

Evidence supports that leadership development programs effectively increase leadership skills. Best practice in leadership curriculum development based on empirical evidence from occupational therapy, business and management, and higher education disciplines will be introduced. A case study of an innovative curriculum developed based on these best practices, learning theories, and learning science principles will be described. The structured approach to construction and implementation of the leadership curriculum based on authentic leadership theory demonstrates one program’s approach to the assessment of the impact and knowledge transfer among graduate occupational therapy students.