The relevance of leadership studies

Market-based adult education programs are gaining popularity and influencing academic discussions by offering programs designed to provide immediate relevancy for working professionals (Berg, 2005). For example, like traditional universities, the University of Phoenix (2010) promotes the pursuit of knowledge as a primary focus for its students. However, unlike programs that promote irrelevancy through the pure pursuit of irrelevant knowledge, the University of Phoenix’s mission includes helping students to develop the “skills necessary to achieve their professional goals” and to develop the leadership skills necessary for benefitting their communities (para. 2).

Market-based universities for adult workers accomplish this through a collaborative learning model in which students actively learn how to lead and follow in learning teams and classroom communities. The University does not tolerate passive learning of irrelevant material. The students pursue knowledge from the same texts used in traditional programs. Still, they are expected to actively influence other students to achieve academic goals and to continually demonstrate that they can apply that knowledge in the classroom and in their communities. Such adult education environments are active leadership development programs that provide value through the pursuit of knowledge and practical application of that knowledge in real-world settings.

Military and business organizations offer other models of effective leadership development programs that have integrated the wisdom and practices learned from practical experience with the knowledge gained from scientific inquiry to develop leadership competencies in members to build organizations (Day, Harrison, & Halpin, 2009).

When leadership scholars dismiss practical applications of leadership as invalid maxims that lack scientific support, they suggest some exciting areas for research, including:

• To what degree would the leadership knowledge gained by the scientific pursuit of knowledge translate into leadership effectiveness in the boardroom or on the battlefield?
• Could leadership scholars effectively lead an organization using their extensive knowledge of leadership?
• Similarly, to what degree does leadership experience gained on the battlefield or in the boardroom translate into leadership effectiveness in an academic setting?
• Would a seasoned military officer or experienced corporate executive be able to lead a college classroom more effectively than an experienced professor?

These questions suggest the following hypothesis:

Practical leadership skills developed in one environment can translate into other environments if the individual can gain the knowledge necessary to operate effectively in the new environment.

However, knowledge alone is neither wisdom nor experience, suggesting a second hypothesis:

The career leadership scholar might be able to act as a consultant but would likely have difficulty leading an organization outside of his or her classroom.

Non-traditional adult-higher education programs provide another example that supports this hypothesis. Promoting practical education with immediate relevancy, a prerequisite for teaching at the adult higher education institutions is not only education but also proven leadership in the knowledge area. Non-traditional adult development programs tend to train successful professionals to facilitate learning within a dynamic, collaborative learning model.

Training hundreds of higher education faculty, I have found that leaders in business and education tend to adapt quickly to become effective leaders in a collaborative adult learning environment. However, I have also seen that career academicians who are used to operating in the parent-child power structure of a traditional academic environment tend to have difficulty adapting to a collaborative learning model that requires distributed leadership skills for facilitating adult students towards learning independence.

Comparing the applicability of academic knowledge to leadership applications and the transferability of practical experience to the classroom might illuminate which approach is better for enhancing leadership effectiveness: scientifically studying leadership or learning proven concepts from successful leaders and applying those concepts in real-world applications?

The academic pursuit of knowledge does not have to be the “irrelevant” endeavor that some scholars demand it should be (Pierce, 2007). Enhancing knowledge about leadership through scientific studies can help leaders and aspiring leaders enhance effectiveness, just as exploring real-world applications can help scholars enhance their understanding of leadership.

###