Can leadership be taught? If the answer is yes, then a highly interactive flipped classroom may be an ideal environment. Class time is used for case studies, simulations, interactive content, and working on gaining leadership experience individually and within student groups. The flipped classroom format was utilized for our Spring Course in Healthcare and Public Health Leadership. We asked students and ourselves to answer the following guiding questions: How do I define leadership and why is it important? How do I lead and what is my leadership style? How do I work with others? How do I follow and manage my boss? And how will I improve my leadership? The content utilized to answer these questions comes from six textbooks, case materials, interactive content, research, speakers, and practical experience from all of us as students of leadership and organizational behavior. Leadership is a diverse area of study, and both academic and popular press literature abound with good and bad examples of ideas, knowledge, frameworks, paradigms, etc. about leadership. In order to keep us grounded, I chose the Northouse “Leadership: Theory and Practice” electronic version as a central guiding framework to introduce a comprehensive set of leadership theories. Harvard Business School cases and simulations provided additional content, along with leadership books by Ledlow and Stephens, Rowitz, Manion, Osland and Turner, and Galos. The course syllabus has our references listed, along with a larger group of additional leadership and organizational behavior titles in the reference section. In order to digest a large amount of material, slides were shared with the class ahead of time. Students were asked to write brief reflection papers on chapters within the reading that they would share with each other online and during our class sessions. Both an oral presentation and writing a chapter in our Pressbook were essential elements for learning the material throughout the course.
Type of Material:
Open (Access) Resource through Pressbooks
Recommended Uses:
Flipped classroom
Lecture
Homework
Team project
Individual project
In class activities
Technical Requirements:
Internet access
Accessed via major browsers
Identify Major Learning Goals:
After active engagement, the learner will:
Define leadership and why is it important?
Identify one's leadership approach.
Identify best practices for working with others.
Improve one's leadership approaches.
And how will I improve my leadership?
Target Student Population:
College Upper Division
Graduate School
Professional
Prerequisite Knowledge or Skills:
Knowledge of internet explorer or similar search engines
General understanding of leadership would be useful but not necessary
Content Quality
Rating:
Strengths:
Clear and concise
Provides thorough overview of the various facets of Leadership in Healthcare
Flexible and can be adapted to several areas in healthcare
Concerns:
Adding knowledge assessments at the conclusion of each section within to resource would improve the quality of the resource.
Potential Effectiveness as a Teaching Tool
Rating:
Strengths:
Content is placed in a format that is easy to navigate and learning goals are easy to determine.
Potential for reader learning and conceptual understanding is high.
The content can be used in a variety of ways.
Ease of Use for Both Students and Faculty
Rating:
Strengths:
The table of content is readily available and easy to navigate.
The layout is consistent and material is easy to find.
The software is robust, and the site is in working order.
Creative Commons:
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