Though leadership is universally accepted as a cure for all organizational ills, it is widely misunderstood. In this course, we will examine current issues and challenges that are relevant for future leaders. We will do this by considering the challenges leaders face, and by preparing to address these challenges as leaders in our own right. Further, we will begin to rethink what we understand about leadership, by examining whether and how leaders take their direction from other members of their organizations, and use the voices of others, to create more responsive organizations, and more responsible models of leadership. The importance of a shared mission, and the concept of folowership, will also be explored in order to develop our understanding of how leadership can be both equitable and excellent. In this course we will address roadblocks to responsive leadership in different settings using individual and group reflections, discussions, case studies, hands-on leadership simulations, media, and class projects in order create new dialogue and shared theories that are focused on improving the work of leaders and their organizations. Central to our shared theory will be a call for leaders to use less autocratic approaches to guiding their organizations.

*本学の教育ミッションを具現化する形で設定されています。

• To become familiar with recent leadership theory in order to rethink, discuss, and redefine our understandings of what leadership can be. Students must be willing to examine their own assumptions, beliefs and practices, and those of their peers.

• To outline and develop an emerging theory of leadership based on experience, class activities and readings. We will also be assessing the quality of one’s own narratives as well as those initiated and developed by our peers.

• To identify research questions, themes and topics suitable for one’s own employment of leadership, and to develop an understanding of how various frames for observing and thinking about leadership in organizations can be applied.

教育手法 Teaching Method		% of Course Time
インプット型 Traditional		50 %
参加者中心型 Participant-Centered Learning	ケースメソッド Case Method	25 %
	フィールドメソッド Field Method	25 %
合計 Total		100 %

I like a lively classroom. Therefore, most classes will be a mix – discussion enhanced by group participation, content delivered by me in an informal lecture, reflection, hands-on activities, and media presentations. A key component of this class is to learn with and from others. It is expected that students will attend all sessions and come prepared and on time. It is also expected that you will make regular contributions related to course readings, contribute, but not dominate discussions, be clear and succinct in your comments and listen actively to others. Practicing the art of active listening and working collaboratively with others are important skills for all leaders.

IN-CLASS PARTICIPATION (15%)
For each class you attend you will be able to earn up to two participation points. This means coming to class prepared to discuss relevant readings, with the appropriate materials. In the event that you miss a class for whatever reason, it is your responsibility first to check with two or three other students to learn about the missed class. Collect notes from lectures or presentations, find out about any activities that were undertaken, determine what assignments were given and what plans were made for the next classes. After you have checked with other students, then you may pose questions to me and request any handouts that were distributed.

ASSIGNMENTS:
#1.0 EMERGING PRACTICAL THEORY (35%)
You will develop and present your Emerging Practical Theory of leadership (EPT) in two parts: as a one-page written outline at the beginning of the semester, and as a working narrative at its completion.
Oral Presentations: You will present your EPT in class in small groups organized and sustained for this purpose. Your peer group will provide you feedback orally and in writing on your EPT. Presenting the EPT within this peer group and receiving feedback is a required part of the experience of developing your EPT. Refer to the calendar for the schedule of presentations.
Written Submissions: You will submit written materials to me. Refer to the calendar for due dates for submitting your written statements. For EPT #1, you’ll submit a one-page written sentence outline. I will review the outline and provide feedback on the substance and form of your ideas. This outline will be graded and will be your midterm. Based on the feedback you receive from your peers and from me you will rethink your EPT as the course progresses submitting a final EPT #2 (of roughly three typed double spaced pages) on the last day of class. This final EPT will be presented and critiqued on the last day of class.


#2.0 LEADER PROFILE (20%)
As part of this course you will interview one leader in some depth. In class we will talk about questions to ask and how to develop a profile. Early in this course you must select a leader to speak with and write a brief one-page proposal that you will submit to the professor. After your proposal is approved by the instructor, you can conduct your interview and develop the leader profile in written form (of roughly three typed double spaced pages).

#4.1-4.3 CASE STUDY REFLECTIONS (15%)
For the first half of the semester, I will be assigning cases in leadership to be read outside of class. These cases will come with sets of questions you will be expected to answer outside of class. You will then bring your answers and the assigned case to class on the date it is to due. These answers will help you participate in small and whole group discussions. We will connect these cases to other course readings, discussions and assignments in class. On the days for which case study readings are assigned, you will submit to me a typed double spaced one-page answer sheet at the end of class that I will grade and return. Each of the three reflections will be worth a total of five points.

*成績は下記該当項目を基に決定されます。
*クラス貢献度合計はコールドコールと授業内での挙手発言の合算値です。

講師用内規準拠 Method of Assessment	Weights
コールドコール Cold Call	0 %
授業内での挙手発言 Class Contribution	15 %
クラス貢献度合計 Class Contribution Total	15 %
予習レポート Preparation Report	15 %
小テスト Quizzes / Tests	0 %
シミュレーション成績 Simulation	0 %
ケース試験 Case Exam	15 %
最終レポート Final Report	20 %
期末試験 Final Exam	15 %
参加者による相互評価 Peer Assessment	20 %
合計 Total	100 %

評価の留意事項　Notes on Evaluation Criteria

• N/A「N/A」N/A（N/A）

To be provided by professor

I hold students to a high standard of performance on all assignments. This suggests I expect that your performances (written and oral) to be thoughtful and will display sophisticated understandings of the topics and issues we address. I will review your written assignments carefully for the quality of your writing, the substance of your ideas, and the forms of your expression. I will review it for correctness in grammar and usage, spelling and punctuation. I expect that you will include lists for references for sources used in forming or supporting your ideas.

Rubrics designed for use in reviewing the assignments of this course are set up on a four-point scale. In this scaling:
4- An exceptionally good performance
3- A high standard of acceptable performance expected of students in this course.
2- While there may be qualities to the performance, the performance falls below expectations.
1- The performance is far below expectations and acceptable performance.

Comment on Plagiarism & Cheating:
Plagiarism means using words, ideas, or arguments from another person or source without citation. Cite all sources consulted to any extent (including material from the internet), whether or not assigned and whether or not quoted directly. For quotations, four or more words used in sequence must be set off in quotation marks, with the source identified. Any form of cheating will immediately earn you a failing grade for the entire course. By remaining enrolled, you consent to this policy. Your One and Only Warning: Zero Tolerance of Cheating & Plagiarism

Refereed Articles

• (2018) The Cultural Dimensions of Principals’ Instructional Leadership: An Exploratory Analysis. Journal of Research on Organization in Education 2
• (2017) Managing the Ebb and Flow: A Case for Calling Forth Student Voice. Journal of School Administration Research and Development
• (2017) Rethinking leadership education: narrative inquiry and leadership stories. Reflective Practice: International and Multidisciplinary Perspectives 18(2): 14701103
• (2016) Unlocking Students' Perspectives of School Leadership: Toward a Theory of Engaging Students in School Leadership. International Journal of Student Voice
• (2014) Engaging Students in School Leadership: Creative Approaches to Empowerment. Journal of Exceptional People