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dc.contributor.authorBakken, Richard
dc.contributor.authorDobbs, James
dc.date.accessioned2017-01-26T15:16:31Z
dc.date.available2017-01-26T15:16:31Z
dc.date.issued2016-11
dc.identifier10.17062/cjil.v2i2.47en_US
dc.identifier.issn2379-9307en_US
dc.identifier.urihttp://hdl.handle.net/10504/109175
dc.description.abstractBased on our experiences at a military service academy and the study of leadership informing administrators in overseas branch campuses, we propose a link between conceptual leadership development in these learning environments and the relevance of the four types of knowledge - declarative, procedural, contextual, and somatic for educational administrators and leadership educators.  Demonstrating an appropriate and experiential frame of reference through application of the knowledge types can help inform students and educational leaders about contextual applications of leadership and affect leadership development in diverse educational settings. Our paper also discusses application challenges and impact on future learning environments.  Through examination of the chosen environments we maintain that effective leader development requires a balance between institution-centered experiential exercises and learner-centered pedagogy based on the contextual learning environments explored. en_US
dc.languageen_USen_US
dc.publisherCreighton Universityen_US
dc.rightsCopyright (c) Richard Bakken & James Dobbsen_US
dc.titleThe Relevance of Four Types of Knowledge for Leader Preparation in Radically Different Settings: Reflections on Data from a Case Study in Qatar and Teaching at a United States Military Academyen_US
dc.typeJournal Articleen_US
dc.date.updated2017-01-26T14:59:39Z
dc.description.volume2en_US
dc.title.workCreighton Journal of Interdisciplinary Leadershipen_US
dc.description.pages17-23en_US
dc.description.issue2en_US
dc.url.link1http://doi.org/10.17062/cjil.v2i2.47en_US


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