Shared leadership in the graduate classroom

Abstract

This study works toward the thesis that an interaction-based teaching style rests on the notion of shared leadership and ownership between student and instructor. A descriptive analysis of instructional strategies associated with interaction-based teaching pinpoints critical incidents in the unfolding of a graduate course in higher education as well as resolution of problems with testing, grading, and evaluation. The significance of the study is that graduate professors who contemplate using an interaction-based teaching style must be prepared to let go control and to share out leadership and ownership of a course with graduate students who enroll in it.