Introducing Positive Leadership in the teaching & learning process of Higher Education
Enhancing the effectiveness of the learning process in Higher Education requires enough doses of creativity, which can be inspired by successful initiatives that have worked in other fields. This is the case with Positive Leadership (PL), whose principles and implementation strategies have been well...
| Autores: | , , , , , , , , |
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| Formato: | artículo |
| Fecha de publicación: | 2018 |
| País: | España |
| Recursos: | Universidad Europea (UEM) |
| Repositorio: | ABACUS. Repositorio de Producción Científica |
| Idioma: | inglés |
| OAI Identifier: | oai:abacus.universidadeuropea.com:11268/7638 |
| Acesso em linha: | http://hdl.handle.net/11268/7638 |
| Access Level: | acceso abierto |
| Palavra-chave: | Educación Superior Innovaciones educativas Enseñanza superior Innovación educacional |
| Resumo: | Enhancing the effectiveness of the learning process in Higher Education requires enough doses of creativity, which can be inspired by successful initiatives that have worked in other fields. This is the case with Positive Leadership (PL), whose principles and implementation strategies have been well researched, and whose efficacy has been demonstrated across a diverse range of contexts and organizations. Thus, Positive leadership is positioned very favorably to be also tested in an educational environment. This article describes how a team of faculty members from several universities are working together to be able to transfer the Positive leadership principles (positive meaning, positive communication, positive relationships and positive climate) to the teaching-learning process, under the hypothesis that it will improve academic performance, student satisfaction with faculty and the engagement of faculty members. |
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