Threshold concepts and modalities for teaching leadership practice
基于阈值概念理论，通过民族志方法研究领导力教学，发现情境领导和共享领导两个阈值概念，以及变异、实践和反思三种教学模式，对领导力教学研究与实践有启示。
Can the teaching of leadership transform practice? What concepts and modalities are best suited to do so? This article builds on Meyer and Land’s (2003) theory of threshold concepts to examine how students learn and experience leadership as a complex and multi-faceted practice. Threshold concepts are conceptual gateways, opening up new and previously inaccessible ways of thinking about a field. In an ethnographic account using participant observation, analysis of student papers, and in-depth interviews, the authors identified two threshold concepts that had a transformational impact on students: (1) situational leadership and (2) shared leadership. In addition, they found three modalities that supported the learning of threshold concepts: (1) variation, (2) enactment, and (3) reflection. The article concludes by citing the broader implications for the research and teaching of leadership practice.