Transformational Leadership Plans

Pedro P Aguas, Liliana Valle Zapata, Danilsa Lorduy Arellano


Higher education institutions are aware of the need to incorporate learning-driven assessment artifacts into their
doctoral programs to ensure successful leadership development. However, in attempting to integrate learning into
students’ future performance, it appears that there is no general agreement upon the most effective assignments. The
plethora of leadership tasks makes it difficult for scholars and instructors to guarantee that doctoral learners will use
their leadership skills in their current or future workplaces. One way to incorporate current learning into professional
performance is to translate course learning into personal leadership development plans. This article describes a
short-term transformational leadership development plan rooted in the Scholar/Practitioner/ Leader Model,
University of Phoenix, U.S.A., educational model. The plan is a culminating learning task of a Transformational
Leadership and Innovation course. Upon completion of this course, doctoral learners would be prepared to
incorporate the principles of transformational leadership into their leadership plans when completing them in specific
academic contexts. The plan proposed defines a strategy for maximizing leadership effectiveness and spells out
learning from doctoral courses.

Full Text:



Copyright (c) 2017 World Journal of Education


World Journal of Education
ISSN 1925-0746(Print)  ISSN 1925-0754(Online)

Copyright © Sciedu Press

To make sure that you can receive messages from us, please add the '' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.