Context / probleemstelling of aanleiding

Context/probleemstelling of aanleiding:

Traditional leadership education, emphasizing trait-based theories and hierarchical models (Northouse, 2021), often falls short in preparing students for complex, dynamic organizational environments. This study explores the potential of Ecological Dynamics (ED) principles to enhance leadership education at the Faculty of Health, Medicine and Life Sciences (FHML) at Maastricht University, addressing the need for more adaptive, context-sensitive leadership development.

Beschrijving van de interventie/innovatie:

We propose a mixed-methods approach to investigate the alignment of current leadership curricula with ED principles. This includes:

Analyzing existing FHML leadership curriculaConducting a small-scale survey of students and recent graduatesInterviewing education leaders from each UM faculty
The study focuses on ED-informed leadership skills such as environmental cue interpretation, adaptive decision-making, and navigating complex social systems.

Ervaringen/analyse van de implementatie:

While data collection is still underway, our preliminary analysis suggests that current leadership education may not fully address the dynamic nature of modern leadership challenges. We anticipate identifying gaps between traditional approaches and ED-informed methods, which could inform recommendations for curriculum enhancement.

Lessons learned (implicaties voor de praktijk):

This exploratory study serves as a crucial first step in bridging theoretical knowledge with practical application of ED in leadership education. By laying the groundwork for future research and curriculum adjustments, we aim to inspire a more dynamic approach to leadership development that aligns with ecological leadership principles and better prepares students for the complexities of modern organizational environments (Renden & Dikken, 2023).

Referenties (max. 2):

Northouse, P. G. (2021). Leadership: Theory and practice (9th ed.). Sage Publications.

Renden, P. G., & Dikken, J. (2023). Introducing the constraints-led approach in nursing education: An innovative perspective on skill acquisition. Nurse Education Today, 121, 105672.