Abstract
The world is a volatile, uncertain, complex, and ambiguous (VUCA) environment (Carvan, 2015) that calls for leaders who can effectively navigate the complexity of leadership today. Students of leadership studies must not only learn leadership information content, but also be able to effectively implement the content and process, requiring deep approaches to their learning (Petrie, 2014). This quantitative research study used the ASSIST Inventory to measure approaches to learning (surface, deep, or strategic) for students enrolled in an Organizational Leadership undergraduate program. Students showed a preference for deeper approaches, though, many continue to use surface approaches, which may lead to shallow understandings and the inability to put content into practice. Specific strategies are provided for instructors to help students move toward deeper approaches.
Citation
Stover, S. and Seemiller, C. (2017), "Moving Students to Deeper Learning in Leadership", Journal of Leadership Education, Vol. 16 No. 4, pp. 40-59. https://doi.org/10.12806/V16/I4/R3
Publisher
:Emerald Publishing Limited
Copyright © 2017, The Journal of Leadership Education
License
This article is published under the Creative Commons Attribution (CC BY 4.0) licence. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this licence may be seen at http://creativecommons.org/licences/by/4.0/