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Developing a model for promoting cre...

Katz-Buonincontro, Jennifer Leah.

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Developing a model for promoting creativity in leaders based on a comparative case study of three arts-based executive institutes.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Developing a model for promoting creativity in leaders based on a comparative case study of three arts-based executive institutes./
作者:	Katz-Buonincontro, Jennifer Leah.
面頁冊數:	269 p.
附註:	Source: Dissertation Abstracts International, Volume: 67-01, Section: A, page: 0050.
Contained By:	Dissertation Abstracts International67-01A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3201687
ISBN:	9780542494710

Developing a model for promoting creativity in leaders based on a comparative case study of three arts-based executive institutes.
Katz-Buonincontro, Jennifer Leah.

Developing a model for promoting creativity in leaders based on a comparative case study of three arts-based executive institutes. - 269 p.

Source: Dissertation Abstracts International, Volume: 67-01, Section: A, page: 0050.

Thesis (Ph.D.)--University of Oregon, 2005.

This study examines faculty and administrator tacit theories about the relationship between leadership, creativity and the arts in three arts-based executive institutes. The field of educational leadership has yet to establish a genuine, rigorous theoretical or practical model for producing successful leaders in a fast-paced, complex profession. By investigating a newly developed approach to educating leaders focused on creativity and the arts, this study aims to build such a model. Several nationally visible, weeklong leadership institutes increasingly use the arts, e.g. improvisational theatre, drawing and poetry, to help leaders integrate principles of creativity into their philosophy and strategy. While scholars have examined creativity in persons (exemplary scientists and artists; gifted and talented students) and proposed creative leadership models, scholars have not yet pursued empirical investigations into how one might teach educational leaders to be creative and to prepare them with tools to foster creativity in their schools.

ISBN: 9780542494710Subjects--Topical Terms:

626645
Education, Administration.

Developing a model for promoting creativity in leaders based on a comparative case study of three arts-based executive institutes.
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245 1 0 $a Developing a model for promoting creativity in leaders based on a comparative case study of three arts-based executive institutes.
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500 $a Source: Dissertation Abstracts International, Volume: 67-01, Section: A, page: 0050.
500 $a Advisers: Paul Goldman; Diane M. Dunlap.
502 $a Thesis (Ph.D.)--University of Oregon, 2005.
520 $a This study examines faculty and administrator tacit theories about the relationship between leadership, creativity and the arts in three arts-based executive institutes. The field of educational leadership has yet to establish a genuine, rigorous theoretical or practical model for producing successful leaders in a fast-paced, complex profession. By investigating a newly developed approach to educating leaders focused on creativity and the arts, this study aims to build such a model. Several nationally visible, weeklong leadership institutes increasingly use the arts, e.g. improvisational theatre, drawing and poetry, to help leaders integrate principles of creativity into their philosophy and strategy. While scholars have examined creativity in persons (exemplary scientists and artists; gifted and talented students) and proposed creative leadership models, scholars have not yet pursued empirical investigations into how one might teach educational leaders to be creative and to prepare them with tools to foster creativity in their schools.
520 $a A multiple case study design and grounded theory inquiry was used to collect and analyze data (observations, interviews and extant documents). Findings indicate that institute faculty taught leader creativity by: thinking in new ways through emotional awareness, tolerating ambiguity, learning from mistakes and taking risks. Interpersonal dimensions of leader creativity included sharing power and fostering group process and organizational learning.
520 $a The author outlines a cross-case teaching pattern that serves as a basis for a conceptual model of creative leadership development, constructed of three core phases called navigating, confronting, transforming. The phases build on each other in a sequential manner sensitive to time and essential learning conditions. The model can be adapted to other learning settings, and contributes to human development theories. In summary, the model of creative leadership development lends insight into curriculum design and pedagogy for leadership development, and holds implications for using creativity as a process for fostering organizational change in a rapidly changing, global educational environment.
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