TRANSLATING A CORPORATE LEADERSHIP PHILOSOPHY AND PRACTICE TO THE ENGINEERING CLASSROOM
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
A multi-billion dollar chemical company (DupontCanada) developed, over twenty years, a unique leadership philosophy and practice that was instrumental in the company’s remarkable improvement and great financial and societal success. The beliefs that are fundamental to this Developmental Leadership model are: values are the foundation of leadership; everyone can learn to lead; leaders develop role model leading competence through learning certain skills, character attributes and purposeful behaviours; the work of leaders in organizations is developing high performance work systems dedicated to achieving sustainable growth; and learning to be a better leader is a life-long endeavor. A leadership course for engineering students based on this was developed by the former CEO and Chairman of the company (first author David Colcleugh), an engineer by training, and has been offered to undergraduate and post-graduate engineering students at the University of Toronto since 2007. At first the course was offered as a combined undergraduate-graduate course. In 2011 it was decided to offer separate coursesfor graduate students and undergraduate students. Atextbook, Everyone a Leader, was prepared (byColceugh) and beginning in 2012 was used, in manuscript form, in both courses. The textbook provided the curriculum and instructional framework that permitted a second instructor to lead the course –(second author Doug Reeve). The Developmental Leadership Model serves as a framework for instruction so long as the instructor’s own leadership experience is well integrated into course discussions. The course hasnow been offered eight times.The motivation for the course arises from the belief that engineering students should, in addition to having strong scientific and technical capabilities and being self-motivated to contribute, should be well prepared emotionally, socially, and ethically to accept challenges and should be to committed to develop non-technical as well as technical competencies.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it