Today's society is frequently described as being textured by change and ambiguity. Leadership that is both adaptive and effective is needed. Colleges and Universities have, in part, responded to this social need with the proliferation of graduate leadership programs. These programs often assume not only that leadership can be taught, but also that a traditional graduate level curriculum is a practical, efficient and effective approach to leadership education. This paper questions these assumptions by arguing for a more experientially-based approach to leadership education at the graduate level. A specific qualitative research methodology that incorporates experiential learning in graduate leadership programs is presented.
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