Scribd Logo
Upload

Welcome to Scribd!

  • Fellowship in Lifelong Learning An Executive Development Program For Advanced Professionals

    Uploaded by

    Vitor Avancini
    10 views18 pages
    P: Ballou, R., Bowers, D., Boyatzis, R. & Kolb, D. (1999). Fellowship in lifelong learning: An executive development program for advanced professionals. Journal of Management Education, 23(4), 338-354.

    Original Title

    Fellowship in Lifelong Learning an Executive Development Program for Advanced Professionals

    Copyright

    © © All Rights Reserved

    Available Formats

    PDF or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    Report this Document
    P: Ballou, R., Bowers, D., Boyatzis, R. & Kolb, D. (1999). Fellowship in lifelong learning: An executive development program for advanced professionals. Journal of Management Education, 23(4), 338-354.

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    Download as pdf
    10 views18 pages

    Fellowship in Lifelong Learning An Executive Development Program For Advanced Professionals

    Uploaded by

    Vitor Avancini
    P: Ballou, R., Bowers, D., Boyatzis, R. & Kolb, D. (1999). Fellowship in lifelong learning: An executive development program for advanced professionals. Journal of Management Education, 23(4), 338-354.

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    Download as pdf
    of 18
    FELLOWSHIP IN LIFELONG LEARNING: AN EXECUTIVE DEVELOPMENT PROGRAM FOR ADVANCED PROFESSIONALS. Ronald Ballow David Bowers Richard E. Boyatzis David A. Kolb Weatherhead School of Management, Case Western Reserve University Inthe 15 years since the publication of Malcolm Knowles’ (1984) land mark book The Aduls Leamer: A Neglected Species, there hasbeen growing, awareness that traditional educational methods developed for children are ‘inappropriate for mature adults. Thisisparicularly true forthe advanced pro- fessional whose life and career requires a commitment continuous renewal and learning. Advanced professional are skilled, experienced learners with ‘complex and unique leaning needs. This study describes our attempt to cre= ate such a program and reports onthe impact ofthe program on members of| {our clases of Professional Fellows. The program includes personal life and career assessment focused onthe development of an individualized Learning Plan, in addition to seminars, projects, and other learning activities organized around the leasing priorities ofa given group of Fallows. The program attempts to transcend the hierarchical confines ofthe teacher-student rela- tionship through the cretion ofa spirit of fellowship. Program faculty are Author’ Note: We wish ackowpe he otto and cone of Baty Bower. ‘Sian Caz, Stan Ct, Sct Conca, RonF, Loulla He, Rober Nase, Richard Oso ‘Smt Wiliamioe, Don Wale abd Rab Wri tothe Pessoa Felews Progam. Care: syondence stout beaded io Richa E Bojatzs, Ween Sendo Marae (Gre Ween Reserve Univesity 500 Fa Ame, Clean, OH 44108-7235 be) 2163682055 a) 26-38-4785, (esr eb2pcurucds THEEDITOR'S CORNER 337 focus on how these materials and resoures can be creatively used to foster effective teaching and earning about management. Distinguishing this sec- tion from the EAS section, RIM section publications offer multiple perspec- tives or provide information about and acess to multiple resources, ‘Typically, RIM pieces are ofthe following nature: a) reviews of multiple tradebooks er textbooks in field or on a topic, (b) reviews of mlkiple resources related to a single issue, (c) reviews of a single resource (eg, & ‘computer case or organizational simulation fom multiple perspectives, and (@) brief summaries of new resources for teaching a topic. The RIM section serves a a resource compendium to assist newer instructors in search of| effective teaching ideasand tools as well aso inform and update experienced ‘management educator about new instructional materials and resources and innovative approaches. invite you to submit manuscripts targeted for any of ME’s fou sections. Oureditrial eam remains committed to publishing high quality articles that ‘make meaningful contributions to knowledge about and the practice of effec- tive management education, Diana Bitimoria Bator References Ain (1995) Thee, obertons, ndings seston of JME: Aviso, Jounal f Man pementEdecaton. P1106 107. owen DD, (1995) Eseries sci, an silins section of JME: Avision semen “unl of Mangement Eco, 12), 28.710. (a1 (1958) Teter comer. ura of Managment Education 192), 135.18 Séa.J(1930, The eiew of struct rl secon of JME: Aviso, Juma of| Manapement Eduction, 188), 506 7 lc / FELLOWSHIP INLIFELONG LEARNING 159 Fellows, and the curiculum is created collaboratively by all members ofthe ‘group. ‘THE GROWING DESIRE FOR LEARNING ‘The composition ofthe workforces changing, and is needs for ongoing education and development are changing. The demographics of the U.S. populationindicate that our workforce is aging and becoming more diverse in terms of gender race, and ethnicity. An atypical bulge in the workforce (i... baby boomers) entering and passing through various carer and life tans. tions is resulting in people secking education and development at all ages (Mergenhagen, 1995), At the same time, the needs of organizations are ‘changing—from the increased managerial erienation ofhospitals law firms, land other professional service firms tothe Matening of industrial organiza tions. To cope with this different environment, fight off obsolescence, and/or to become more valuable, there isan increased demand fr lifelong learning and development. The professions are changing a well Inthe past, phys cians and lawyers had successful lives with few demands oa them as manag rs Ther social status and relatively few numbers placed litle pressure on ‘hem jastfying their practices or prices. Other profesional, such as engi- neers and scientist, wouldenter management positions as part oftheir career progression, Aspartofcaree progression andto serve organizational neds, many pro- fessionals enter management each year. Whether in hospitals, government agencies, nt-fr-profits, or small or large companies, the challenges of man- ‘agement re added to the challenges oftheir professions, occupations, ie, families, and careers. While searching for ways to increase their ellectve- ness as managers, many want to have significant impact as leaders of organi zations and contibute o society. Some want t advance in thei career paths Some want to hve a transition in theie work, Some ate seeking personal ful- fillment. Where do they tura for lp and development? ‘The changing needs of adult education are dramatic. Not many years ago, adult education was ether () job training, with periodic updates of relevant information (Nowlen, 1988), (b) a vebicle for placement in advancing one's career, of (c) entertainment or distraction, The entertainment or distraction consisted of courses on topics suchas sculpture, investing, gardening, and cooking. In this context, a school of management has a unique opportunity and challenge, The dificult forthe institution is that undergraduate and MBA curricula are steeped in & long history—with faculty ensconced in Aisciplne-defined departments. Although significant changes ean be made oan MBA program and significant inereases inthe beneficial impact onthe [Mo JOURNAL OF MANAGEMENT EDUCATION / Aug 1999 student canbe demonstrated (Boyatzis, Cowen, & Kolh,1995b), curriculum change isa long and arduous journey. EXECUTIVE EDUCATION AS [AN ARENA OF OPPORTUNITY Executive education offers a fertile ground for innovation. Many schools, such as the University of Michigan and Northwestern Universi, have used their executive education programs asa testing ground for improvement and changes in the MBA program. Executive education programs have much less of a wadition in academia and, therefore, are amenable to change. Theit objectives are rooted in the problems of managers and executives. Their com petion often consists of interna, company-sponsored programs (which have been largely outsoureed in recent years) and consulting companies. ‘These competitors create an environment of fast adaptation to requests ofthe ‘executive education clint and operate inthe pragmatic word of responding to customer needs and wants Executive education is use as title for various activites ina school of management. Iis often meant as management education for people older than 35 oF those not enrolled in degree-granting programs. A more accurate

    You might also like