New Mindsets

Abstract

The authors situate this chapter within the context of contemporary educational leadership where leaders face technical and adaptive challenges that are increasing in complexity and quantity. In many cases, these are challenges for which they could not have been prepared (e.g., new accountability measures). While adult learning and adult developmental theories have been employed widely to support adults' learning and development in other sectors, they are only recently being employed to inform the practice and preparation of school leaders. Therefore, the authors describe seminal theories of adult learning and development as a promising foundation to improve curriculum and learning spaces for aspiring and practicing leaders. These theoretical lenses are helpful for curriculum design and content in Pre-K-20 learning centers and also higher education. Put simply, research establishes that employing these will more fully equip leaders to support other adults' learning and development in their communities in order to meet complex educational challenges.

Market Intelligence Dissemination Practices

“…Distribution practices epitomize existing conceptions of market intelligence dissemination in the marketing literature (e.g., Deshpandé and Zaltman 1982, 1984; Menon and Varadarajan 1992; Moorman, Zaltman, and Deshpandé 1992), as well as how dissemination is described in numerous marketing management and marketing research textbooks (e.g., Burns and Bush 2010; Kotler and Keller 2012; Malhotra 2012). However, the metaphor of market intelligence as an object that can be disseminated across the organization and interpreted consistently by staff is the very archetype of knowledge transfer criticized in the learning and practice literature for being underspecified and highly limited (Drago-Severson and Maslin-Ostrowski 2014; Duguid 2005; Lave and Wenger 1991; Reckwitz 2002). The practice literature has argued that for explicit knowledge to have meaning for a recipient, the recipient must understand the context of that knowledge relative to some shared, previously established understanding of how to interpret it (Duguid 2005).…”

“…We found that two types of MIDPs used by IDs—empathic learning and experiential learning practices—were effective at changing market schemas. We label both practices as “learning” to reflect their abilities to change (or create) users’ market schemas, paralleling the educational research on learning (Drago-Severson and Maslin-Ostrowski 2014; Lave and Wenger 1991; Mezirow 1994). Regarding the previously discussed schema update practices, IDs often were perplexed as to why end users did not use the disseminated intelligence.…”

“…Although this practice of having employees from large firms engage with customers on their own has been employed in companies such as Harley-Davidson (e.g., Gebhardt, Carpenter, and Sherry 2006), the theoretical importance of these encounters related to changing schemas has not been addressed in the marketing literature. Conversely, within the education and learning literature, direct personal experience is viewed as the most effective method for adult learning (Drago-Severson and Maslin-Ostrowski 2014). Firsthand experiences, rich in context, allow learners to verify the knowledge explicitly communicated and to challenge their own and others’ assumptions.…”

“My Turn,” Women's Goals and Motivations in a Diploma Program

“…By attending to a person's way of knowing, we can better facilitate transformational learning-or growth-by shaping "holding environments" (Kegan, 1982, p. 115) to provide supports and challenges. This theory offers ways to understand implicit and explicit life demands, which may call for changes in skills or behaviors (i.e., informational learning) and changes in the way a person organizes or makes sense of reality (i.e., transformational learning) (Drago-Severson, 2004a, 2012Drago-Severson & Maslin-Ostrowski, 2014).…”