Week 1 Question #1
Write a 250- to 300-word response to the following:
•
What makes you passionate about your workplace or the work you do? How can you use
your passion to drive organizational performance to solve organizational problems?
Week 1 Question #2
Write a 250- to 300-word response to the following:
•
What are the components of the SPL Model, and what are your perceptions of how the
model will benefit you as a practitioner doctorate? How does Doctoral Demeanor relate to
the SPL Model?
Include APA in-text citations and a references list.
Week 1 – Intent Paper
Register for one of the centers that is most in alignment with your program of studies and research
interests. You will need to click on the “Log In” link at the top.
Locate current research topics being discussed in your field of studies to help in identifying a
problem in your organization or industry that can be solved or better managed through leadership
skills.
Write a 350- to 500-word paper on your intent in beginning a doctoral program in which you:
• Discuss your intent or goal(s) for beginning a doctoral program.
• Discuss how your intent fits the Scholar-Practitioner-LeaderSM model.
• Identify a problem in your organization or industry that can be solved or better managed
through leadership skills.
Note: You can use first person in this assignment.
•
Format your paper according to APA guidelines using the APA Paper Template Doctoral 7th
Edition. The attached APA Student Paper Example is formatted to APA 7th guidelines to
assist in making the transition to 7th edition. Use the APA Student Paper Example paper as
a template. Note: a template is preformatted and easy to use ‘as-is’ by simply typing your
information in the existing document.
A well-structured scholarly paragraph contains a minimum of 5 sentences. Please refer to the MEAL
Plan document as a guide.
Include APA-formatted in-text citations and references.
Utilize the APA Tutorials, located in CDS Central under the Student Resources tab, for proper
formatting of citations and references.
Reminder: Before submitting your assignment, proofread for grammatical and sentence structure
and re-read the assignment description and refer to the attached rubric to ensure each element of
the assignment has been addressed.
2/28/22, 2:20 PM
Scholar-Practitioner-Leaders as Learners | University of Phoenix Research Hub
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Scholar-Practitioner-Leaders as Learners
Posted on September 28, 2017 9:14 pm MST, by Kelley Conrad (/users/kelley-conrad)
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This is the second in a multi-part series. To view the other posts, visit the links below.
The Scholar Practitioner Leader: An Introduction (https://research.phoenix.edu/blog/scholar-practitionerleader-introduction)
The Scholar Practitioner Leader as a Learner
Scholar Practitioner Leader as a Connector (https://research.phoenix.edu/blog/scholar-practitioner-leaderconnector)
Scholar Practitioner Leader as a Communicator (https://research.phoenix.edu/blog/scholar-practitionerleader-communicator)
About ten years ago, the School of Advanced Studies developed the Scholar-Practitioner-LeaderSM model to
depict its mission (Coe, 2008). This new framework combined classical cognitive conceptions of doctoral
scholarship – including high rigor of inquiry, academic study, and practical application – with the affective
domains of learning. The model is based in part on Kegan’s (2001) observation that one cannot know something
in purely cognitive or affective ways but must develop awareness from their introspection.
The Scholar-Practitioner-Leader framework is designed to develop a graduate who embodies this framework as a
Scholar-Practitioner-Leader (SPL). Each SPL has learned to be a curious, reflective thinker. They are capable of
responding quickly to emerging opportunities, and diagnosing and addressing immediate and local problems.
SPLs are often seen driving innovation and creating new products and processes, ultimately advancing the
community of practice.
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Scholar Learners
SPLs are interested in lifelong learning. They are adept as learners because of their tri-part development and
perspective. Self-determination theory (SDT) (Deci & Ryan, 1985; Ryan & Deci, 2000), a needs-based theory of
motivation, identified the quest for competence as one of three basic human needs and a basis for action. As
scholars, SPL learners value competence, confidently believe they can accomplish goals, and are willing to take
on new challenges on their own or with others (Bandura, 1977; Bandura, 2012). SPLs are adults, like those
observed by Knowles, Holton, and Swanson (2005), who need to know, are ready to learn, and respond well to
problem-centered challenges.
As educators, SPLs have experienced failures and overcome them. These experiences assist overcoming the
negative perceptions associated with fear of failure. This is a first step in moving ahead to learn new tasks.
MacLennan (2008) in “Do the Thing You Think you Cannot Do,” noted such educators are “better positioned to
create a learning environment in which learners can more comfortably meet and overcome their own fears” (pp.
396-397).
SPLs as learners are also information literate people. They demonstrate an informed capacity to recognize “…
when information is needed and have the ability to locate, evaluate, and use the needed information” (ALA, 1989,
p. 1)
Does your scholarship reflect that of a Scholar-Practitioner-Leader? To answer this, reflect on the following:
How does my scholarly writing reflect a clear understanding of my sources, credit them correctly, and
present my thinking and understanding in a clear, effective way?
How do I make sure my data is objective and clearly described in my descriptions? What feedback have I
received about the objectivity and clarity of my writing?
Practitioner Learners
The workplace is the place to apply one’s knowledge. Klusek and Bornstein (2005) confirmed this in a study of the
Department of Labor’s Occupational Information Network (O*Net). As a result of reviewing 21 job profiles, they
found critical thinking, selecting appropriate strategies, active listening, active learning, careful listening,
performance self-monitoring, effective writing, and skilled presentation were routine job requirements. SPLs as
practitioners meet these demands of the work and business worlds. Bruce (1999) noted being an effective
practitioner includes using emerging and different technologies while addressing broad professional
responsibilities in a socially collaborative way. SPLs know the value of information and have developed skills, like
information literacy, to become active learners and listeners. As observed by Kirkton and Barham (2005), the
problems and information needs of the workplace are complex. They are often open-ended and unclear and may
overwhelm unprepared practitioners who are on their own to assess and address the problems. Not so with SPLs
who have balanced, in-depth knowledge, skills, and abilities appropriate to addressing the practical challenges.
Also, SPLs have practiced applied problem solving to create satisfactory, workable solutions.
McCarthy (2015) noted how the confidence of SPL learners as adult learners creates a special learning
perspective,
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When adult learners see the relevance of research to their professional practice, they are more likely to continue
accessing and conducting research as practitioners, becoming lifelong learners, partners with academic
researchers, and members of a community of practice to enrich our learning and teaching. Since graduating,
these students have followed up their new found passion for research and are confident in their own ability to
conduct research. (p. 326)
Does your professional experience reflect that of a Scholar-Practitioner-Leader? Two questions to help you
reflect on this are as follows:
How knowledgeable am I about the thinking, issues, conflicts, and research affecting my chosen field of
practice both now and in the emerging future?
What is my level of applied experience? Is it adequate to obtain the kind and level of responsibilities I
desire? How can I begin to make a name for myself as an emerging professional in my field?
Leader Learners
SPLs in learning roles understand the use of motivation to enervate others. As one of the basic human needs
described by self-determination theory, SPLs engage others in a group to provide focus in collaborative,
satisfying efforts. By appreciating that group efforts and decision-making are often better than simply the sum of
the individual parts, SPLs build supportive tasks and efforts conducive to internal motivation, deep learning, and
creativity of group decisions and actions (Niemiec & Ryan, 2009). The payoffs are significant. Relatedness, one of
the dimensions of Gagnė and Deci’s (2005) self-determination theory, describes our innate tendencies toward
being connected with others. Relatedness includes being effective and operating in coherence with the
environment and others. When these relatedness needs are satisfied, people experience improved mental health.
Such relatedness is another key component easily facilitated by SPLs. As experienced action learners, SPLs
routinely reflect on and improve their own performance, tightly interlink their reflection with subsequent behavior,
and publically espouse their experiences to various groups and people concerned or interested in a specific
practice (Altrichter, Kemmis, McTaggart, & Zuber-Skerritt, 2002).
Does your leadership reflect that of a Scholar-Practitioner-Leader? Ask yourself the following:
Short term, how can I develop my skills and comfort as a leader? What immediate opportunities do I have to
extend my leadership competencies and effectiveness?
Going forward, what leadership role do I see for myself? How will I position myself to obtain such a role?
How will I ensure my preparation?
Conclusion
The SPL model, as it is built into the School of Advanced Studies curriculum and courses, is designed to help
students develop a deeper awareness of who they are currently and how they are changing as a result of their
graduate education. By combining the academic, practitioner, and leadership perspectives on education and
development, the SPL model frames the development of highly effective graduates who are prepared to be
leaders in the challenging world today, whether as scholars, practitioners, leaders, or, ideally, a powerful and
unique blending of all three perspectives.
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The eight SAS Research Centers (https://research.phoenix.edu/research-centers) extend the development
available in the classrooms by establishing an active, research-oriented forum to connect students and faculty
with active, ongoing research. The Centers also provide an avenue for faculty to work collaboratively on practical,
real world research, and for students to connect with faculty in this active research. Such experiences are
invaluable to both students and faculty.
References
Altrichter, H., Kemmis, S., McTaggart, R., & Zuber-Skerritt, O. (2002). The concept of action research, Learning
Organization, 9(3), 125-131.
American Library Association. (1989, January 10). Presidential Committee on information literacy: Final report.
Retrieved from http://www.ala.org/ala/mgrps/divs/acrl/ (http://www.ala.org/ala/mgrps/divs/acrl/)
publications/whitepapers/presidential.cfm
Bandura, A. (1977) Self-efficacy: towards a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
Bandura, A. (2012). On the functional properties of perceived self-efficacy revisited. Journal of Management,
38(1), 9-44
Bruce, C. S. (1999). Workplace experiences of information literacy. International Journal of Information
Management, 19, 33-47.
Coe, A. (2008). Scholar-Practitioner-Leader model (SPL) [PowerPoint]. Presented at the University of Phoenix
Full-Time Faculty Meeting, November 13, 2008.
Deci, E. L., & Ryan, R. M. (2000). The “What” and “Why” of goal pursuits: Human needs and the self-determination
of behavior. Psychological Inquiry, 11(4), 227-268.
Gagnė, M., & Deci, E. L. (2005). Self determination theory and work motivation. Journal of Organizational
Behavior, 26(4), 331-362.
Kegan, R. (2001). In over our heads. Cambridge, MA: Harvard University Press.
Kirkton, J., & Barham, L. (2005). Information literacy in the workplace. Australian Library Journal, 54(4), 365-376.
Retrieved from http://alia.org.au/publishing/ (http://alia.org.au/publishing/) alj/54.4/full.text/kirton.barham.html
Klusek, L., & Bornstein, J. (2006). Information literacy skills for business careers. Journal of Business and
Finance Librarianship, 11(4), 3-21.
Knowles, M. S., Holton III, E. F., & Swanson, R. A. (2005). The adult learner: The definitive classic in adult
education and human resource development (6th ed.). Burlington, MA: Elsevier.
MacLennan, J. (2008). “Do the thing you think you cannot do:” The imperative to be an adult learner in order to be
a more effective adult educator. Australian Journal of Adult Learning, 48(2), 386-398.
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Scholar-Practitioner-Leaders as Learners | University of Phoenix Research Hub
McCarthy, G. (2015). Motivating and enabling adult learners to develop research skills. Australian Journal of
Adult Learning, 55(2), 309-330.
Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying selfdetermination theory to educational practice. Theory and Research in Education, 7(2), 133-144.
Ryan, R. M., & Deci, E. L. (2002). Overview of self-determination theory: An organismic dialectical perspective. In
E. L. Deci & R. M. Ryan (Eds.) Handbook of self-determination research (pp. 3-33). Rochester, NY: University of
Rochester Press.
Scholar-Practitioner-Leader (/tags/scholar-practitioner-leader)
leader learners (/tags/leader-learners)
About the Author
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2021
Articles/Blogs
Journal of Leadership Studies-Symposium Piece-Relational Leadership: Perspectives of Key Constructs on
Diversity, Inclusion, and Social Equity in Higher Education
(https://onlinelibrary.wiley.com/doi/10.1002/jls.21734)
Psychology Today
Blog Posts Published
Understanding the Anger Impulse and Rage (https://www.psychologytoday.com/us/node/1163045/preview)June 17th, 2021
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Counteracting the Anger Impulse and Rage (https://www.psychologytoday.com/us/node/1163070/preview)June 18th,2021
When Life Doesn’t Feel Real Anymore (https://www.psychologytoday.com/us/node/1167295/preview)-Sept
30, 2021
How Memory Can Help Us Cope With the Loss of Loved Ones
(https://www.psychologytoday.com/us/node/1168354/preview)-Oct 29, 2021
Dealing with Holiday Issues and Relational Dynamics (http://Title Published Updated Total Views Op Dealing
with Holiday Issues and Relational Dynamics)-Nov. 21, 2021
Conferences
American Psychological Association Conference-Utilizing Clinical Hypnotherapeutic Intervention with CBT
to Treat Pandemic (https://convention.apa.org/agenda)-Aug. 13-2021 Symptomology
ILA Conference Geneva Switzerland 2021 (https://www.prnewswire.com/news-releases/global-leadersgather-at-international-leadership-association-conference-in-geneva-switzerland-and-online301405148.html)
Presenter -Topic-“The Stress Arc in Leadership and 3 Powerful Disciplines for Mitigating Major Stress
Impacts in a New Era”-Upcoming
Presenter -Topic-“Improving Higher Education’s Role in Diversity and Social Equity through Relational
Leadership in the New Era”-Upcoming
Presenter-Topic-“Healthcare Leadership-Using Virtuous Leadership in Chaos to Reimagine Beneficial
Practices of Employee Cognitive Psychology”-Upcoming
2021-Knowledge Without Boundaries National Summit-College of Doctoral Studies Research ConferenceUniversity of Phoenix-Panel Discussion-“Exploring Emergent Trends in Leadership and Education”-Based on
published symposia article from the Journal of Leadership Studieshttps://onlinelibrary.wiley.com/doi/full/10.1002/jls.21734
Kelley Conrad
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College of Doctoral Studies
Scholar, Practitioner, Leader (SPL)
Model
Topics
After viewing this presentation, you should be able to:
• Describe the SPL Model
• Summarize the origins of the SPL Model
• Explain how the SPL Model is different
• Explain how the SPL Model works
CDS Mission
The mission of the College of Doctoral
Studies is to support the development of
leaders and aspiring leaders within our
Scholar-Practitioner-Leader™ model. By
cultivating learners’ capacity in
organizational research and practice, we
seek to empower the creative action that
influences policy and decision-making,
fostering transformation across diverse
environments.
What is the Scholar, Practitioner, Leader Model?
• Personifies the College of Doctoral
Studies’ Mission
Scholarship
• Outgrowth of reflection and
development of our programs
• Dynamic and evolving
Practice
Leadership
SPL
Model
How is the SPL Model Different?
Traditional program with traditional curriculum:
• Focus primarily on cognitive learning (knowledge)
• Ignore learners’ experiences, values, and individuals’ core identity
• High priority is placed on scholarship, not application
How Does the SPL Model Differentiate CDS and You?
CDS Curriculum:
• High standard of rigor
• Fosters a culture of inquiry
• Focuses on contributions from both the academic and practitioner
communities
• Conscious of both cognitive and affective domains of learning (knowledge and
internalization)
• Includes Boyer’s Model of Scholarship with equal attention to the scholarship
of discovery, integration, application and teaching/learning
What Does SPL Look Like?
CDS Coursework:
• Centers on students’ rich experience
• Deep understanding of concepts, theories, and practice
• Enriched with metacognitive introspection
o How does the new knowledge integrate with your own experiences and beliefs?
o Leads to scholarly discourse
Where Did SPL Originate?
Robert Kegan (2001)
• Cannot know something in an exclusively cognitive or exclusively affective way
o Always using both
Boyer (1990)
• The scholarship of discovery that includes original research that advances
knowledge
• The scholarship of integration that involves synthesis of information across
disciplines, across topics within a discipline, or across time
• The scholarship of application (also later called the scholarship of engagement)
• The scholarship of teaching and learning that the systematic study of teaching
and learning processes
Why Scholar, Practitioner, Leader?
• CDS Graduates need the competence to know and to act in their field
• Graduates will be agents of change
• Problem:
o Scholars – often think about problems without a solution in mind
o Practitioners – depend on results to be effective day-to-day
• Traditional thinking says that there is a tension between scholars and
practitioners
• CDS graduates differentiate themselves by integrating scholarship, practice and
leadership
Why Scholar, Practitioner, Leader?
Leadership is the key third element
• Leadership provides a balance between the competing interests of the scholar
and practitioner
• Leadership is the competence, knowledge, and foresight to make decisions
that honor both theory and experience
• Leadership informs and is informed by knowledge and experience, i.e.:
scholarship and practice
How Does SPL Work?
In the classroom:
• Participation in dialogue
• Researching peer-reviewed sources
• Integrating application-based knowledge
• Weekly self-reflection
For the student:
• Translation of classroom learning (scholarship) into effective leadership
behaviors (practice)
How Does SPL Work?
• Complementary integration of scholarship, practice, and leadership into
course content as well as personal and professional lives
• In the interchange between the academic and practical worlds leaders
emerge ready to face challenges of today and tomorrow

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