Abstract
Character education has been a point of focus and research in K-12 education dating back to the 1990s. The work of integrating a character-forward framework in higher education is now considered a beneficial and impactful practice. One university has successfully completed the initial work of integrating a servant leadership framework in the School of Education using an approach in line with the community of practice model. The authors of this paper work together and have each played a key role in not only the early stages but the ongoing phases associated with maintaining and improving. This theory-to-practice article begins with an introduction to Servant Leadership theory and the Community of Practice model in order to make theoretical connections and discuss implications regarding the larger field of knowledge specific to the field of education and even more narrowly, higher education. One university’s approach will be described in terms of what has been accomplished and what will most likely always be seen as, in-progress in the direction of improvement. Extensions to consider beyond the higher-education context will be shared as well as a call for empirical findings based on the initial and theoretical concept outlined in this article.
Recommended Citation
Doyle, Lori B.; Bratton, Kara S.; Young, Timothy; Webb, Catherine; Chittick, Cari A.; Vezner, Heather L.; Stanton, Rebecca A.; and Tarbutton, Tanya M.
(2025)
"Framework Integration in Academia: Moving from Theory to Practice,"
Journal of Organizational & Educational Leadership: Vol. 11:
Iss.
1, Article 2.
Available at:
https://digitalcommons.gardner-webb.edu/joel/vol11/iss1/2
cover page
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