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Regis University

College for Professional Studies

COURSE TITLE: The Adult Education Leadership

COURSE NUMBER: ADET 624

COURSE DESCRIPTION:

Leadership is a set of concepts, theories, and a set of well developed skills and practices. Additionally, leadership is a personal journey, as

your journey unfolds you will explore yourself as a leader, develop your own unique leadership philosophy, and use that newly formed

philosophy to create your personalized leadership development plan. As you self-discover and reflect you will develop a keen understanding

of leadership concepts and how they link to the contemporary role of the adult educator. Some of the concepts you will build meaning around

include: (a) the history of leadership, (b) leadership styles, (c) leadership and management, (d) leadership philosophy and servant leadership,

(e) leadership and power, (f) leading teams, and (g) authentic leadership and social justice.

PREREQUISITE COURSES:

ADET 606: Research Methods & Inquiry I

COURSE OUTCOMES:

When you complete this course, you should be able to:

1. Describe the historical and foundational theories of leadership.

2. Examine the current perspectives on leadership and management by demonstrating how these perspectives link to current andragogical models.

3. Use adult learning concepts as a guide to evaluate leadership success in for profit organizations, schools, universities, and nonprofits.

4. Demonstrate how adult learning practices can be combined with leadership skills to create leadership opportunities through a business or

community-based service project.

5. Develop a personal philosophy of leadership through the lens of an adult educator.

College for Professional Studies 3333 Regis Boulevard

Denver, CO 80221

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COURSE MATERIALS:

Required Texts:

Nahavandi, A. (2014). The art and science of leadership (7th ed.). Upper Saddle River, NJ: Pearson ISBN 978-0133546767

Required Resources:

The required resources (articles, websites, videos etc.) for the course are linked on the Course Assignment and Activities matrix below.

Library Materials:

This course utilizes eReserves for the indicated resources in the table below. See the “Library - Electronic Reserves, Books 24x7, Journal Articles”

link located in the course for more information on how to use eReserves.

APA guidelines for written assignments: See http://owl.english.purdue.edu/owl/resource/590/1/

Technology Tools:

For Regis University’s Minimum Technology Requirements see:

http://www.regis.edu/Academics/Learning-Management-System/System-Requirements.aspx

Optional Resources:

N/A

RELATED STANDARDS:

ISTE Standards (IS)

UDL Standards (UD)

Commission for Professors of Adult Education (CP)

Key Values in Jesuit Higher Education

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COURSE ASSIGNMENTS AND ACTIVITIES:

Week Readings Assignments/Points Weekly Learner Outcomes

1

Leadership

Styles and the

Role of the

Adult

Educator

Nahavandi, (2014) — Chapter 1

(Definition and Significance of

Leadership)

Oyinlade, A. (2006). A method of

assessing leadership effectiveness:

Introducing the essential behavioral

leadership qualities approach.

Performance Improvement Quarterly,

19(1), 25. doi:10.1111/j.1937-

8327.2006.tb00355.x

(eReserves)

Discussion Question:

Introduction (10 points)

Discussion Activity:

Leadership Assessment (10 points)

Assignment:

Reflection on Leadership (30 points)

Upon completion of this week, you should be

able to:

1. Conduct a personal leadership

assessment to compare your

leadership traits to the most

established leadership styles

2. Analyze how the leadership role of

the adult educator aligns with Jesuit

values and Ignatian pedagogy.

2

Leadership

Histroy and

Adult

Education

Nahavandi (2014) — Chapter 3

(Foundations of Modern Leadership)

Wren, T. J. (1995) The leadership

companion: Insights on leadership

through the ages. New York, NY: The

Free Press.. (eReserves)

Merriam, S. B. (2007). Learning in

adulthood: A comprehensive guide (3rd

ed). San Francisco, CA: Jossey-Bass

(Part two, Chapters 4, 5, & 6)

(eReserves)

Discussion Activities:

Leadership Timeline (20 points)

Assignment:

Developing your Leadership

Philosophy (Part 1 of 3) (30 points)

Upon completion of this week, you should be

able to:

1) Conduct research to develop a

timeline highlighting the major eras

in modern leadership study.

2) Use the timeline and andragogical

principles to develop your own

leadership philosophy as it relates to

the role of the adult educator.

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3

Leadership

Styles and

Adult

Learning

Environments

Nahavandi (2014) — Chapter 9.

McLaurin, J. R. & Al Amri, M. B.

(2008). Developing an understanding of

charismatic and transformational

leadership. Proceedings for the Allied

Academies, 15(2), 333-337

Judge, T., & Bono, J. (2000). Five-factor

model of personality and

transformational leadership. Journal of

Applied Psychology, 85(5), 751.

Discussion Question 1:

How Leadership Characteristics

Influence Followership (10 points)

Discussion Question 2:

Demonstrating Visionary Leadership

(10 points)

Assignment:

Developing your Leadership

Philosophy (Part 2 of 3)

(30 points)

Upon completion of this week, you should be

able to:

1. Describe how adult learning

situational characteristics inform and

demonstrate charismatic leadership,

transformational leadership or

transactional leadership..

2. Examine your own leadership

assumptions by constructing the

second of three phases of your

leadership philosophy..

3. Explain the approach that visionary

and exemplary leaders might use to

create adult learning experiences.

Make sure to include how the

approach is distinct from one

developed by a transactional leader.

4

Leadership

versus

Management

in an Adult

Learning

Environment

Robinson Hickman, G. (1998). Leading

organizations: Perspectives for a new

era. Thousand Oaks, CA: Sage

Publications Inc. (Chapter 10 Leadership

and Management.) (eReserves)

Chen, J., & Silverthorne, C. (2005).

Leadership effectiveness, leadership

style and employee readiness.

Leadership & Organization

Development Journal, 26(3/4), 280.

(eReserves)

Discussion Question 1:

Key Roles (10 points)

Discussion Question 2:

Difference between Managing and

Leading (10 points)

Assignment:

Developing your Leadership

Philosophy (Part 3 of 3) (30 points)

Upon completion of this week, you should be

able to:

1. Explain the key relationships

between leaders, managers, and

followers through the lens of an adult

educator.

2. Compare the leader/follower

relationship to the facilitator/learner

relationship in an adult learning

environment.

3. Examine your own leadership beliefs

by constructing the third of three

phases of your leadership

philosophy.

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5

Leadership

Philosophy

and Adult

Education

Merriam, S. B., & Brockett, R. G.

(2007). The profession and practice of

adult education: An introduction. San

Francisco, CA: Jossey-Bass. Chapter 2

Philosophical Perspective, pp 27-49

(eReserves)

Rachal, J. R. (2014). Malcolm Shepard

Knowles: A history of his thought. Adult

Education Quarterly, 64(1), 80-84. doi:

10.1177/0741713613496616

(eReserves)

Taylor, E. W. (1997). Building upon the

theoretical debate: A critical review of

the empirical

studies of Mezirow's transformative

learning theory. Adult Education

Quarterly, 48(1), 34-47. doi:

10.1177/074171369704800104

(eReserves)

Discussion Activity:

Adult Education Leaders

(20 points)

Assignment:

Finalizing your Leadership Philosophy

Statement (80 points)

Upon completion of this week, you should be

able to:

1. Research adult education leaders in

order to describe how their

leadership initiatives shaped the role

of adult education.

2. Present your individual adult learning

leadership Philosophy Statement.

6

The Role of

Power,

Leadership,

and Adult

Education

Nahavandi (2014) — Chapter 5

Barynion, P. (2004). Power and

leadership Journal of Health

Organization and

Management,18(16),447 - 463.

(eReserves)

Discussion Question 1:

Empowerment and Leadership

(10 Points)

Discussion Activities:

Jesuit Values and Power in Leadership

(10 points)

Assignment:

A Reflective Leadership Development

Plan

(30 points)

Upon completion of this week, you should be

able to:

1. Define the role and sources of power

in leadership.

2. Examine empowerment and power as

they apply in an adult learning

environment.

3. Design a set of goals that will help

you develop your leadership skills

and realize your leadership

philosophy statement.

7

Leadership

Teams and

Nahavandi (2014) — Chapter 8

Carson, J.B., Tesluk, P.E., & Marrone,

J.A. (2007). Shared Leadership in teams:

Discussion Question 1:

Servant Leadership (10 points)

Disscussion Question 2:

Upon completion of this week, you should be

able to:

1. Analyze the role of team leadership

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Adult

Education

An investigation of antecedent

conditions and performance. Journal of

Academy of Management, 50(5), 1217-

1234.

(eReserves)

Team Leadership (10 points)

Assignment:

Leadership Development Report

(30 points)

and how leaders can improve the

effectiveness of adult education by

deploying teams in an adult learning

environment.

2. Examine the principles and concepts

underlying servant leadership in

order to apply these principles in an

adult training setting.

3. Demonstrate how the final version of

your leadership development plan

links to your personal leadership

philosophy.

8

The Future of

Leadership

among Adult

Educators

Nahavandi (2014)—Chapter 10

Brown, K.M. (2004). Leadership of

social justice and equality: Weaving a

transformative framework and pedagogy.

The Journal of Leadership for Effective

& Equitable Organizations, 40(1) 77-

108. (eReserves)

Burce, J. A. & Gardner, W.L. (2005)

Authentic leadership development:

Getting to the root of positive forms of

leadership. The Leadership Quarterly,

16(3), 315-338. (eReserves)

Discussion Activities:

Transformative and Authentic

Leadership Principles (20 points)

Discussion Question 1:

New Way of Thinking about

Leadership (10 points)

Discussion Question 2:

Leadership and Social Justice

(10 points)

Discussion Question 3:

Head, Heart, and Hands (10 points)

Assignment:

None

Upon completion of this week, you should be

able to:

1. Distinguish between current and

previous definitions of leadership and

explain how these changes have

influenced adult education.

2. Present your examination of how

adult educators/ leaders might

influence the future of social justice.

3. Summarize the most substantial

changes you believe adult educators

will encounter as leadership roles

shift from transformative leadership

to authentic leadership principles.

MAXIMUM POSSIBLE POINTS 450

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COLLEGE FOR PROFESSIONAL STUDIES GRADING SCALE:

Your grade is calculated as a percentage of the total possible points you can earn.

Letter Grade Percentage Grade Point

A 93 to 100 4.00

A– 90 to less than 93 3.67

B+ 88 to less than 90 3.33

B 83 to less than 88 3.00

B– 80 to less than 83 2.67

C+ 78 to less than 80 2.33

C 73 to less than 78 2.00

C– 70 to less than 73 1.67

D+ 68 to less than 70 1.33

D 63 to less than 68 1.00

D– 60 to less than 63 .67

F Less than 60 0

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COLLEGE FOR PROFESSIONAL STUDIES POLICIES (LINKS):

You will be asked to enter a valid Regis University UserID and password to access the following policies.

Academic Integrity

http://regis.edu/~/media/Files/University/Academic/Academic%20Integrity%20Policies/CPS%20Academic%20Integrity%20Policy.ashx

Attendance Participation

https://in2.regis.edu/sites/spsdean/CPS%20Approved%20Policies%20and%20Procedures/CPS%20Syllabus%20Policies/Attendance%20Participation.pdf

Confidential Proprietary Information Policy

https://in2.regis.edu/sites/spsdean/CPS%20Approved%20Policies%20and%20Procedures/CPS%20Syllabus%20Policies/Confidential%20Proprietary%20In

formation%20Policy.pdf

Dayton Memorial Library

https://in2.regis.edu/sites/spsdean/CPS%20Approved%20Policies%20and%20Procedures/CPS%20Syllabus%20Policies/Dayton%20Memorial%20Library.

pdf

Diversity

https://in2.regis.edu/sites/spsdean/CPS%20Approved%20Policies%20and%20Procedures/CPS%20Syllabus%20Policies/Diversity%20at%20RU.pdf

Equal Access and Disability Services

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ervices.pdf

Human Subjects Review (IRB)

http://www.regis.edu/Academics/Academic-Research-and-Grants/Regis%20Review%20Boards.aspx#.UTEPrVeQnN0

Inclement Weather and Class Cancellation

http://www.regis.edu/About-Regis-University/Policies-and-Procedures/Emergency-Management-Plan/Weather-Policy.aspx

Late or Incomplete Course Procedures

https://in2.regis.edu/sites/spsdean/CPS%20Approved%20Policies%20and%20Procedures/CPS%20Syllabus%20Policies/Late%20Assignments_Assignment

%20Revisions%20Policy%20CPS.pdf

Learner Conduct

https://in2.regis.edu/sites/spsdean/CPS%20Approved%20Policies%20and%20Procedures/CPS%20Syllabus%20Policies/Learner%20Conduct.pdf

Writing Assistance

https://in2.regis.edu/sites/spsdean/CPS%20Approved%20Policies%20and%20Procedures/CPS%20Syllabus%20Policies/Writing%20Assistance.pdf

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OTHER INFORMATION:

NOTE TO LEARNERS: On occasion, the course facilitator may, at his or her discretion, alter the Learning Activities shown in this Syllabus.

The alteration of Learning Activities may not, in any way, change the Learner Outcomes or the grading scale for this course as contained in

this syllabus. Examples of circumstances that could justify alterations in Learning Activities could include number of learners in the course;

compelling current events; special facilitator experience or expertise; or unanticipated disruptions to class session schedule.