ERIC Number: ED387877
Record Type: RIE
Publication Date: 1994-Oct
Cultivating a New Leadership Paradigm: From Cohorts to Communities.
Norris, Cynthia J.; Barnett, Bruce
This paper explores the use of cohort structures in administrator-preparation programs. The paper considers how cohorts operate effectively as communities and how the cohort promotes the enhancement of the individual. Data were derived from an analysis of the journals of 51 students enrolled in cohort programs at four university sites in California, Colorado, Texas, and Wyoming. Interaction is explored in relation to its effects on collegiality; purpose is viewed as the basis of collaboration. Group interaction and collaboration are shown to be necessary to both individual and group development. Individual growth is explored in relation to transformational leadership, and group growth is discussed as a necessary condition for organizational transformation. Respondents said that the cohort program gave them mutual support and solidarity, which led to increased interdependence. They also reported significant personal growth and enhanced knowledge. The paper presents a cohort model of individual and group development. The group is built on three interacting cornerstones--interaction, purpose, and interdependence. As the group is strengthened, so is the individual. The more empowered the individual member becomes, the more significantly he/she contributes to group development. Cohort programs have great potential for fostering a new leadership paradigm. Four tables and one figure are included. (Contains 39 references.) (LMI)
Descriptors: Administrator Education, Collegiality, Cooperative Learning, Graduate Students, Graduate Study, Group Dynamics, Group Experience, Group Unity, Grouping (Instructional Purposes), Higher Education, Leadership Training, Models, Organizational Development, Self Directed Groups, Student Development, Teamwork
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the University Council for Educational Administration (Philadelphia, PA, October 28-30, 1994).