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Institutional information (Latest update: 22 Feb. 2010)
Roots, research, and first programmes. The THIERRY Graduate School of Leadership was founded in Belgium, in the year 2000. That leadership was then still an emerging field of study is highlighted by the fact that at the turn of the century less than ten educational institutions around the world were providing long-duration curricula and programmes in the specific field of leadership, and eventually leading to a degree. Our school initially offered a comprehensive leadership programme (in the then Rootstock or non-degree programmes unit). A year later, in the degree-programmes unit, the curriculum leading to a Master of Arts in Leadership degree was started. The launch of the first programmes was preceded by a developmental phase of two years, being the continuation of extensive leadership development research that had been ongoing since the early 1990s. Subsequent to the MA programme other curricula were introduced, leading to an MPhil degree (2003), and to a PhD degree (as of 2005).
About leadership, as a discipline of study. The programmes offered are in the specific domain (discipline of study) of leadership, therein being comprised, for example, courses in leadership; development and education; management and mastery of change, and environmental ("green") leadership. In the THIERRY curricula and courses leadership is the pivotal element, as in a vortex where the related course subjects are corollaries to the core axis in which the multidimensional approach (across disciplines, sectors, professions, and cultures) prevails. The courses offered by THIERRY focus on developing practical expertise in leading, and in educating leaders, and thus not about leadership in the sense of an academic science per se. Furthermore the school's mission is world-oriented.
School's inception, status, and educational scope. By its interdisciplinary approach to leadership, as well as its independency by statutory provisions, our leadership school was the first in its field and of this type in Europe. Based in Belgium, the School was founded by virtue of the civil rights of organising education, as provided in the Article 24 of the Belgian Constitution. Not being funded by governmental subsidies or similar grants, nor by endowments, the school purposely functions as an autonomous, non-profit, self-sustained institute funded by tuition fees only. In operational terms it is a department of a private and not-for-profit educational organisation, with legally registered statutes (bylaws), and governed by a board of trustees. In line with the independency principle there are no political, religious, or sectarian ties or connections.
On grounds of, on the one hand, its raison d'être; and on the other hand the main language of instruction (English), plus the type of programmes and field or category of study (leadership), and also the modes of programme delivery (including distance education), the School is not included in the Belgian higher education systems which are based on linguistic Community-bound factors, State-subsidising of institutions, established educational categories, and other specifics. During the year 2010, while building further on the many successes it achieved in nearly a decade, during which other university organisations provided the degree-earning possibility, the School undertakes the next steps of its transformation. In the frame thereof the inter-collegiate partnership and agreements for degree programmes, and the transfer of students, will be managed by another educational institution than ours. The technical-legal impossibility in Belgium for THIERRY to be recognised as a locally/nationally approved yet private independent institution, a factor the school had to reckon with since the very start of the institution, yet did not impair its growth based a.o. on the quality of its programmes, will have found its best alternative solution to the benefit of all students.
Programmes, (twin) curricula. After many years of experience in providing education in leadership, the school modified in 2008-2009 the degree curricula into two-stages' ones. This change also places more emphasis on actual leadership development and growth than the final degree per se. The two-stages are found in the twin curriculum PGD + PhD path for participants at (pre-)doctoral level, and in the graduate/masters programme (GD + MA). The successful completion of the first stage leads to a Graduate Diploma in Applied Leadership Studies (GDALS, or in short "GD"), or in Environmental Leadership; or to the Postgraduate Diploma in Advanced Leadership Studies (PGDALS, or in short "PGD"). Subsequently the graduates can complete the few additional requirements to earn a master's degree, or the research and thesis for the doctorate degree at another university, by means of intercollegiate (joint) agreement(s) or via the normal credits' transfer system.
For the highest echelons in organisations the School offers an exclusive top-level programme, called 'Chronos'. It is aimed at chief executive officers (CEO) of various types of organisations, and leads to the equally exclusive Chief Executive Leadership diploma of the School.
Other programmes include the Thierry Summer Residence institute (since 2003); the programmes, curricula, and courses leading to a Certificate in leadership, or environmental leadership; to a Diploma in Leadership (non-graduate level); as well as a series of seminar type of course modules, "The 4 Dimensions of Leadership" being the flagship one (the module is found in all of the School's programmes).
Programmatic standards and assessment. Building further on already established norms and standards, and in correlation with and subordinate to intercollegiate accords, the school adopts the "QUADRA" set of policies and procedures (Quadra is internally used, or surname of the set). It is an extensive, institution- and programme-wide, norm-system which combines the accreditation standards from four external sources into one comprehensive set ("Quadra" stands for the four axes, and the four connecting angles, comprised in the set of policies and procedures). All is contingent on the requirements set forth by the separate regulations the educational institution organising the intercollegiate partnerships specifically, has to comply with, and in the course of 2010.
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Upd: 22 Feb 2010 | ||
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