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Sponsor: Gail Dubrow, Vice Provost and Dean of the Graduate School
The University's Strategic Positioning process recognized the University's need and capacity to successfully engage in interdisciplinary inquiry as essential to realizing the institution's goal of becoming a top three public research university. Many of the skills required to effectively lead collaborative teams engaged in interdisciplinary teaching, research, scholarship, or artistic work are not routinely taught within the academic and professional curriculum. The objective of the Collaborative Leadership Development Project is to define the competencies, learning outcomes, assessment strategies, training modules, and resources needed to develop a comprehensive program designed to prepare University faculty, staff, postdocs, and graduate students to successfully lead collaborative teams engaged in interdisciplinary inquiry.
Background Information (pdf)
Several of the Strategic Positioning Task Force reports included recommendations that underscored the importance of interdisciplinary collaboration in advancing institutional goals. However, those who assume leadership roles in collaborative and interdisciplinary contexts may lack the knowledge and skills to maximize their effectiveness in these roles.
The questions above are broad and answering them will require a multi-stage project. To begin addressing them, we plan to focus on defining collaborative leadership roles and associated competencies. We expect that this activity will uncover strategic issues related to collaborative leadership development and will help inform the creation of a comprehensive collaborative leadership development program to be offered by The Graduate School's new Office of Interdisciplinary Initiatives on behalf of the Provost's Interdisciplinary Team.
PEL team members could be engaged in the following types of activities:
The first phase of the project will to define collaborative leadership roles and expectations at the University. This will encompass a broad array of roles and responsibilities across the institution and will include roles associated with traditional positional leadership, as well as leadership activities associated with other roles (for example, collaborative team members who do not have traditional supervisory or management responsibilities).
The next phase is to create a strategy to ensure that those who engage in collaborative research, teaching, and training at the University have the necessary competencies to carry out their responsibilities and achieve their objectives.
PEL team members can work with development staff to:
Director of Communications
Office of the VP for Research
Coach: Jean Quam
Space Management Consultant
Office of Space Management
Coach: Karen Himle
Student Support Services Assistant
Design, Housing and Apparel
Coach: Erin George
One Stop Student Services
Coach: Jan Morlock
Carlson School of Management