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Collaborative Leadership Learning Groups in Veterinary Graduate Education: A Practice-Based Approach to Leadership Development through Shelter Operations Consultation

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Title: Collaborative Leadership Learning Groups in Veterinary Graduate Education: A Practice-Based Approach to Leadership Development through Shelter Operations Consultation
Language: English
Authors: Ron Orchard, Brooke Davis, Brandon Kliewer
Source: New Directions for Student Leadership. 2026 (190):55-63.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 9
Publication Date: 2026
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: Leadership Training, Cooperative Learning, Communities of Practice, Veterinary Medical Education, Graduate Study, Graduate Students, State Universities, Consultation Programs, Phenomenology, Transformative Learning
Geographic Terms: Kansas
DOI: 10.1002/yd.70056
ISSN: 2373-3349
2373-3357
Abstract: Leadership education in professional graduate programs often prioritizes technical competency over relational and collaborative leadership capacity. This practice article describes the integration of collaborative leadership learning groups (CLLGs) into a graduate veterinary course on shelter operations consultation at Kansas State University. Drawing on leadership-as-practice development (LAPD) frameworks, this article details how the consultation team's own interactions become the "case" for leadership learning. We situate CLLGs within the broader landscape of practice-based leadership pedagogies by briefly comparing this approach to the ontological-phenomenological-phronetic-transformative (OPPT-in) method. Practical implications for leadership educators seeking to embed LAPD into professional graduate curricula are discussed.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1507983
Database: ERIC
FullText Text:
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  Data: <searchLink fieldCode="SO" term="%22New+Directions+for+Student+Leadership%22"><i>New Directions for Student Leadership</i></searchLink>. 2026 (190):55-63.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: <searchLink fieldCode="DE" term="%22Leadership+Training%22">Leadership Training</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Communities+of+Practice%22">Communities of Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Veterinary+Medical+Education%22">Veterinary Medical Education</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Study%22">Graduate Study</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22State+Universities%22">State Universities</searchLink><br /><searchLink fieldCode="DE" term="%22Consultation+Programs%22">Consultation Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Phenomenology%22">Phenomenology</searchLink><br /><searchLink fieldCode="DE" term="%22Transformative+Learning%22">Transformative Learning</searchLink>
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  Data: 10.1002/yd.70056
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  Data: Leadership education in professional graduate programs often prioritizes technical competency over relational and collaborative leadership capacity. This practice article describes the integration of collaborative leadership learning groups (CLLGs) into a graduate veterinary course on shelter operations consultation at Kansas State University. Drawing on leadership-as-practice development (LAPD) frameworks, this article details how the consultation team's own interactions become the "case" for leadership learning. We situate CLLGs within the broader landscape of practice-based leadership pedagogies by briefly comparing this approach to the ontological-phenomenological-phronetic-transformative (OPPT-in) method. Practical implications for leadership educators seeking to embed LAPD into professional graduate curricula are discussed.
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