Learning Outcomes of an Educational Leadership Cohort Program

Evaluation of the University of Virginia Leadership in Academic Medicine Program

“…[39][40][41] Generally, evaluation has relied on pre-post surveys, and longitudinal follow-up, particularly in mixed-gender programs, has been quite rare. 33,[39][40][41][42][43][44][45] In addition leadership outcomes are often difficult to quantify, and success (or failure) may be impacted as much by environment as by individual talent or skill. 43,44 Much of the recent literature on leadership development emphasizes the need to identify and nurture individuals who already possess or can develop the personal characteristics of effective leaders.…”

Evaluating a Leadership Program: A Comparative, Longitudinal Study to Assess the Impact of the Executive Leadership in Academic Medicine (ELAM) Program for Women

“…[1][2][3][4] However, the evaluation of leadership programs is notoriously difficult. [5][6][7] The impact of any such program is not likely to be immediate, and evaluation should ideally include long-term follow-up. 8 Assessment is further complicated because it must occur in the midst of the day-to-day life and careers of busy professionals rather than in a controlled laboratory situation.…”

What the Research and Literature Say about the Delivery of Educational Leadership Preparation Programs in the United States

“…Acknowledging that critics might be concerned about sacrificing content, to enhance the learning experiences of students who must take all courses together, Browne-Ferrigno and encourage continual group development activities that maintain a positive and emotionally safe environment. While Twale and Kochan (2000) found that women rated the interpersonal aspects of the cohort as more important than men, many students note the appreciation of peer support and the opportunity to learn from others in similar circumstances (Milstein, 1995;Tucker, Henig, & Salmonowicz, 2005). In Diller's (2004) study of Duquesne University's Interdisciplinary Doctoral Program for Educational Leaders (IDPEL), some respondents reported learning more from discussion among the cohort members than from the actual content itself.…”

“…A well-developed cohort provides its members with learning that is authentic and relevant to their work and life (Barnett et al, 2000;Barnett & Muth, forthcoming;Browne-Ferrigno, 2003;Tucker et al, 2005). If the curriculum includes opportunities such as action research, field-based learning, and investigation of problems of practice to help students make sense of the theoretical concepts that are being taught in the program, research suggests that the intensity of the cohort model enhances professional learning (Barnett and Muth, forthcoming; Browne-Ferrigno).…”