Leadership of Self: Each Student Taking Ownership Over Continuous Professional Development/Self-Directed Learning

26 Pages Posted: 23 May 2018  

Neil W. Hamilton

University of St. Thomas School of Law (Minnesota)

Date Written: May 8, 2018

Abstract

This article focuses on leadership of self and a commitment to continuous professional development as a foundational sub-competency of leadership. Scholarship on self-directed learning and self-regulated learning provides substantial insight into this foundational sub-competency. The article explores how a student’s commitment to continuous professional development demonstrates the competencies of initiative and ownership that legal employers want.

The article analyzes how a shift of responsibility for driving the educational process from the teacher (the faculty and staff) to the learners would be extremely beneficial to the students, faculty and staff, legal employers, clients, and the legal system. The final section of the article analyzes what we know about effective curriculum to foster each student’s growth to later stages of a commitment to continuous professional development. Schools that lead in implementing these steps will differentiate themselves in terms of outcomes for students.

Keywords: leadership, professional formation; professional identity, self-directed learning, self-regulated learning, initiative, professional development

Suggested Citation

Hamilton, Neil W., Leadership of Self: Each Student Taking Ownership Over Continuous Professional Development/Self-Directed Learning (May 8, 2018). Santa Clara Law Review, Vol. 58, No. 1, 2018; U of St. Thomas (Minnesota) Legal Studies Research Paper No. 18-09. Available at SSRN: https://ssrn.com/abstract=3176084

Neil W. Hamilton (Contact Author)

University of St. Thomas School of Law (Minnesota) ( email )

MSL 400, 1000 La Salle Avenue
Minneapolis, MN Minnesota 55403-2005
United States

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