ABOUT BOOK

"Military leaders are faced with high expectations when it comes to handling ~unforeseen situations in joint military operations. This chapter aims to present ~a nuanced professional and pedagogical discussion of how an increased awareness ~of the concept of samhandling in the use of military doctrines may contribute to ~the professionalization of military higher education. Different doctrines reflect different ~theoretical decisions. They are given relevance in education as a way to illustrate ~formal examples of what is preferred and what is rejected. As doctrines are ~built on experiences from real-life scenarios, as well as on predictions and strategies ~for possible change, they may serve as a way of balancing the branch-specific “hidden ~curriculum”, i.e. an established culture with a set of current values, behavior and ~thinking that have been developed over time in the organization. The findings in ~the current case study indicate that military doctrines are regarded as important in ~leadership training at the Norwegian Military Academy, especially when it comes ~to understanding and guiding samhandling in unforeseen and risk-oriented situations. ~However, at the same time, the terms used to describe samhandling in military ~doctrines found relevant in education at the Norwegian Military Academy are numerous, ~vague and somewhat overlapping. It seems crucial to raise awareness of the ~underlying processes and the relational ambition level that forms the basis of the chosen ~term. It is advantageous to reach a collective understanding of the kind of skills ~that need to be developed and trained. Another benefit of such analysis is to provide a ~basis for clarified learning goals and practical scenario development through exercises ~and other teaching plans in leadership education, as well as the evaluation of this, ~both in terms of learning outcomes and education as a whole."