Abstract
This chapter explores the efficacy of virtual cohorts and how they may positively affect both leadership skills and wellness for emerging and current leaders. The authors initially met at Harvard University's Leadership Institute for Academic Librarians (LIAL) program in 2018 and then continued to meet virtually on a regular basis for the following four years. Cohort meetings emphasized practicing the skill sets taught at LIAL. This included both case study writing and Lee Bolman and Terrence Deal's “four frames” model. The authors self-administered surveys to assess the impact of participating in the cohort on a number of criteria including perceived value of the cohort, impact on the skill sets prioritized by the cohort, perceived wellness benefit during the trials of COVID-19, and cohort influence and/or impact on career progression. The chapter also includes recommendations for the development of future cohorts including best practices for scheduling, membership, and cohort focus.
TopLiterature Review
Cohorts are by now a well-established approach to group education. They feature in a number of educational programs on the undergraduate, graduate, and professional level and can be deployed in both extended and brief, temporary instructional scenarios (Hill, 1995; Tareilo, 2007; Whitaker et. al 2004). Broadly speaking, a cohort is a group of learners who enter and continue to proceed through a designated program of study together at the same pace and in the same order (Barnett & Muse, 1993; Greenlee & Karanxha, 2010). They are both an efficient model for curriculum delivery (Browne-Farrigno & Muth, 2003) and provide high levels of positive affective and cognitive benefits (Browne-Ferrigno, 2001: Herbert & Reynolds, 1998; Scribner & Donaldson, 2001; Yerkes et al., 1995; Tucker et al., 2005). Some advocates of cohort education assert that cohorts are uniquely beneficial to adult learners because they are “characterized by trust, openness, and empowerment” (Greenlee & Karanxha, p. 358).
Benefits of cohort education are well-documented and include enhanced senses of belonging and value, increased sense of group cohesion and purpose, and may result in higher levels of academic achievement (Zander, 1982; Hill, 1995; Barnett et. al, 2000; Pemberton & Akkary, 2010). Cohort members are also more likely to complete their studies, feel less isolated, and develop a sustained sense of community (Barnett et. al, 2000). Knock-on effects may also include benefits once the cohort has concluded, as evidence suggests that “based on the strength of the interpersonal relations that develop in cohorts, students often maintain processional contacts after completing their…coursework” (Barnett et. al, p. 259).
Key Terms in this Chapter
Political Frame: One of Bolman and Deal’s four frames. This frame focuses on how individual actors negotiate limited and competitive resources.
Four Frames: Refers to Lee Bolman and Terrence Deal’s organizational philosophy that argues leaders must become competent in four approaches, or frames, to effectively lead.
Symbolic Frame: One of Bolman and Deal’s four frames. This frame focuses on people's needs for a sense of purpose and meaning in their work.
Case Study: An approach to learning and problem solving, popularized by the Harvard Business School, that uses concise, highly factual written summaries of a scenario to prompt discussion and reflection.
Human Resource Frame: One of Bolman and Deal’s four frames. This frame focuses on the needs of people.
Community Of Practice: An informal group of learners or practitioners who share a common interest and meet on an ad hoc basis to exchange ideas.
Cohort: A formal group of learners or practitioners of similar status or background who meet regularly and progress through a curriculum or learning goal together.
Structural Frame: One of Bolman and Deal’s four frames. This frame focuses on the architecture of an organization.