Note: Originally posted on the EAGLE online community site, behind IBM's firewall on 19 August 2006, at 12:38 pm, and posted here on 24 May 2007:
Please let me thrive at Teachers College. Let me strive for excellence without being self-defeatingly competitive. Let me collaborate and become part of the community, and not try to be a star out of insecurity, or for any reason.
Let me be humble, open, creative and disciplined. Thank you for helping me reach this occasion. Amen.
Yesterday, I wrote out the prayer above, and then, getting way ahead of myself on the one hand, or doing advance-planning on the other, I spent an afternoon of my vacation, playing with ERIC (http://www.columbia.edu/cu/lweb/eresources/databases/2552765.html) and Columbia University Electronic Dissertations (http://digitalcommons.libraries.columbia.edu/dissertations/). I wanted to start thinking about what it could be like to create a dissertation, to do a huge piece of original research. Of course, I have to earn the M.A. first, which will take at least two and a half years, since I'll be working full-time while studying part-time. Still, it was fun to do a bit of dreaming and free-associating.
The following essay, which I submitted with my M.A. application, provides context for a number of searched items in the list below:
Why would I wish to pursue Adult Learning and Leadership as a formal Masters, and ultimately Doctorate, when already, I have done my best to live the name of the program during much of my career? I want to go beyond my good hunches.
I want to understand the building-blocks of how adults learn and how they lead organizations effectively. Most of all, I care about inspiring leaders to be brave and authentic, and I am in need of further inspiration myself now. The Adult Learning and Leadership program, I feel, would add significantly to the inspiration I’m seeking, and I believe, too, that I would be a useful member of the Teachers College student community.
At IBM, I have had several careers, the majority of which have required some fundamental self-reinvention. How have I made the transition from each one of the careers to the next? Practically, it feels like tacit knowledge and I want it to be explicit. What if my experience were broadly, consciously replicable? An academic framework would help me see the possibilities. I feel ready to go beyond on-the-job learning – valuable as it has been, and as well as it has served me so far.
How can I share lessons learned about brave and authentic leadership in a way that inspires other leaders? It is not enough simply to tell my story, that I helped start up the first sales team of its kind in the Fortune 500 – dedicated to serving business-to-business gay, lesbian, bisexual and transgender (GLBT) and GLBT-friendly clients worldwide; and that the team is now more than twice its size, and so has not only lived on beyond me, it is thriving; and that it is facilitating a culture-change, encouraging an unprecedented openness and authenticity in the business world. My hypothesis is that the openness is leading to more courageous leadership, and to more leaders reaching their potential. Perhaps it would be worth researching and trying to prove my hypothesis.
Another big research topic for me could be how leaders among varying cultures learn, and become brave, along with what it means to be authentic from their particular cultural perspective. In my current role, I have facilitated (instructed) leadership development programs in Asia, Europe and the United States, and would like academic, industrial-strength help in determining the value of the insights gained during my travels.
For example, while facilitating a program in China, there was no budget for break-time snacks, but rather for books; every day, the class voted on the most active participant, who won a book on Leadership for his or her contributions. In other geographies, there was a budget for snacks, but not yet for books! Some kvetch about jobs going to Asia, but whose hunger is greater for education than for snacks?
Or what about leaders in India, who in my experience of training them, due to explosive growth, necessarily are called to leadership earlier in their careers than leaders in most other countries? What bravery is involved there? And how can they learn quickly what most of us around the world learn over time?
Earning the Adult Learning and Leadership Masters degree would validate or re-shape my instincts, and would inform my judgment, increasing my ability to inspire leaders to lead bravely and authentically. In my current and future roles, it would also let me consider more than simply delivery of leadership development programs; I would be able to understand their backstory and finale, that is, I would be able to explore program design as well as senior leadership of organizations. The M.A., and ideally, the Ed.D. ultimately would help me be of greatest service in the adult learning and leadership arena.
Columbia dissertations that include these keywords or keyword-phrases and amount of dissertations that correspond:
Diversity in the workplace 14
Corporate culture 78
Minority executives 13
Adult education 294
Experiential learning 21
Transfer of training 52
Decision making 309
Leadership Development 181
Global business 184
It feels like the revelation I had with "e-business" all over again. In the late-90s, I remember thinking, so many IBMers are thinking about how to get to the next level of e-business adoption, trying to think of the next great e-business innovation. So much imagination is being channeled in that direction. Why channel mine likewise when, instead, I could channel it in a direction that far fewer IBMers are taking: how to reach the business-to-business market of gay, lesbian, bisexual and transgender (GLBT) business decisionmakers, i.e., current and future clients....I'm likelier to make a more visible contribution to the company doing so than continuing to focus on e-business like so many others are doing.
Notice the number of Columbia dissertations, for example, that have been written on the topic of, say, "Management" and then compare it to the number that have been written on, say, "Courage" or even "Globalization" relatively. It's interesting to write all of this at this embryonic phase of my grad. school education. Let's see how my thinking and learning changes over time.
Meanwhile, among the specific dissertations that looked particularly interesting yesterday, I found the following sample:
The journey of becoming a diversity practitioner: The connection between experience, learning, and competence
Terrence Earl Maltbia, COLUMBIA UNIVERSITY TEACHERS COLLEGE
Faculty Advisor: Victoria Marsick
The impact of gay identity and perceived milieu toward gay employees on job involvement and organizational commitment of gay men
Richard Randall Rogers, Columbia University
Faculty Advisor: Peter C. Cairo
And during a previous session of columbia.edu web-trawling, I found the following organization to join:
http://www.tc.edu/students/queertc/index_files/page0003.htm If it turns out to be rewarding, I'll write about it in a future journal entry.
Note added on May 25, 2007: I did join QueerTC and was fortunate to serve on a panel for the organization this spring.
Before, during and after school begins on September 1st, I ought to check out a site that was recommended as a link from Teachers College's web site: http://gradschool.about.com/od/survivinggraduateschool/.