Matthew Johnson and Justin Woodard
Undergraduate leadership courses are becoming increasingly important venues to promote civic engagement. Despite their prominence, the nature of civic engagement in leadership…
Abstract
Undergraduate leadership courses are becoming increasingly important venues to promote civic engagement. Despite their prominence, the nature of civic engagement in leadership courses has not been examined systematically. This study examined 77 introductory undergraduate leadership courses and the role of civic engagement in these courses. Results indicate that civic engagement components are not widely utilized, and when they are part of the curricula, their implementation and design vary. Recommendations for improving undergraduate leadership curricula are offered.
Eric Buschlen and Matthew Johnson
The purpose of this paper is to examine the impact of age and gender on student leadership capacity during a 16-week, for-credit academic leadership course at a regional…
Abstract
The purpose of this paper is to examine the impact of age and gender on student leadership capacity during a 16-week, for-credit academic leadership course at a regional mid-western university. The course promoted the tenets of the Social Change Model of Leadership (SCM) through theoretical and application-based projects. Participants completed the Socially Responsible Leadership Scale (SRLS) as a pre/post test. The findings suggest age does not mediate students’ capacities for socially responsible leadership, but gender does for the SCM domains of collaboration and citizenship.
Christopher J. Rehm, Sasha L. Rehm and Kiah DeVona
Leader self-efficacy (LSE) is associated with leader emergence and effectiveness, and is a strong predictor of both individual and group performance. While some research exists…
Abstract
Leader self-efficacy (LSE) is associated with leader emergence and effectiveness, and is a strong predictor of both individual and group performance. While some research exists related to the connection between LSE and adult leadership, more studies are required to better understand the details surrounding LSE as it relates to adolescents. This mixed methods study examines the effects of a leadership development intervention on LSE in an eighth-grade student population. Results indicate strong support for the effectiveness of the intervention and its potential to increase youth LSE. This finding holds significant implications for educational practice, research, and the future of leadership development.
Laila Suleiman Al-Rawahi and Abdu Mohammad Al-Mekhlafi
The present study investigated the effect of online collaborative project-based learning on the language performance and attitudes of intermediate level students at the College of…
Abstract
The present study investigated the effect of online collaborative project-based learning on the language performance and attitudes of intermediate level students at the College of Applied Sciences in Oman. The study is a quasi-experimental study and the sample consisted of four classes (93 students in total) in Nizwa College of Applied Sciences. These participants were in their foundation year and were taking the Academic English Course during the time of the research experiment. Two classes were assigned to the experimental group (46 students) and they were directed to collaborate online in doing their research projects. The other two classes were assigned to the control group (47 students) and did their projects individually. A language test containing reading and writing questions, an attitude questionnaire, students' project scores and transcripts of focused group discussions were used to collect the data needed to answer the research questions. The study revealed that the main positive effect of online collaborative project-based learning was clear on students' writing skill in the post test (i.e. students in the experimental group outperformed students in the control group).
Allen Z. Reich, Galen R. Collins, Agnes L. DeFranco and Suzanne L. Pieper
Because of the increasingly higher expectations of accrediting organizations, calls for greater accountability from state governments and students’ demand for an education that…
Abstract
Purpose
Because of the increasingly higher expectations of accrediting organizations, calls for greater accountability from state governments and students’ demand for an education that prepares them for a career, most hospitality programs are now required to have an effective assessment of learning outcomes process. The increasing popularity of the assessment of learning outcomes process is viewed as highly positive because it can be considered as best-practices in higher education. The paper aims to discuss this issue.
Design/methodology/approach
This is Part 2 of a two-part article that provides an overview of the justifications for implementing an assessment of learning outcomes process, the steps that were developed by two hospitality programs, and the experiences of the two programs during implementation.
Findings
The steps in a closed-loop assessment of learning outcomes process are relatively detailed; however, because of changes in expectations of stakeholders and the requirements of accreditors, they are now mandatory for most hospitality programs. Therefore, the choice is not whether to implement them, but when. From a competitive standpoint, it is to the program’s advantage to begin as soon as possible. Another factor to consider is that the implementation of a closed-loop assessment of learning outcomes process will take several years to complete.
Originality/value
This paper is presenting a critical view of one of, if not the most important concepts in higher education, the closed-loop assessment of learning outcomes process. Hopefully, the information on the process that is provided and the experiences of the two programs can shorten the learning curve for other hospitality programs.
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Keywords
Brian Matthews, Jamie Daigle and Joy Cooper
The purpose of this study is to validate multiplicative cycle that exists between the job readiness and satisfaction model explored by Matthews et al. (2018), the satisfaction and…
Abstract
Purpose
The purpose of this study is to validate multiplicative cycle that exists between the job readiness and satisfaction model explored by Matthews et al. (2018), the satisfaction and performance paradigmatic nuances analyzed by Judge et al. (2001) and Gu and Chi (2009), in addition to the expectancy model theorized by Vroom (1964). The motivation to transfer learning serves as a conveyable variable transmitted within a learning continuum that sustains cyclical outputs.
Design/methodology/approach
An archetype to explore the connection between the three hypothesized theories is created through a neural network program. Exploring this connection develops deeper understandings of the derivatives of employee motivation as it pertains to its effect on readiness, satisfaction, performance and achievement dyads. A detailed analysis of the literature leads to the hypothesis that the motivation to transfer learning creates a multiplicative effect among hypothesized relationships.
Findings
The neural network program scaffolds the proposed general belief that positive effects of transfer motives cause a cyclical effect that continues to perpetuate among hypothesized dyads. Conversely, if this motivation decreases or ceases among one or more dyads, the cyclical effect will retract and, eventually stop.
Originality/value
Based on the neurologic outcome, one central theme emerged: managers must offer opportunities to acquire knowledge through assistive mechanisms (i.e. training) by providing external stability through controlled channels that activates the motivation to transfer learning into new opportunities. The transference of this knowledge produces reconstructive growth opportunities through continuous learning thus increasing performance.
目的
本研究的目的、除了驗證弗魯姆 (Vroom) (1964) 建立的「期望模型」理論外,也去驗證存在於工作準備就緒與馬修斯等人 (Matthews et al.) (2018) 所探索的滿足感模型之間的倍增週期,及質治等人 (Judge et al.) (2001) 和古與池 (Gu & Chi) (2009) 所分析的滿足感及表現之範式細微差別。學習轉移的動機作為一個被傳送至學習漸變體內的可輸送變量而運作,而這個學習漸變體是會維持週期性的輸出的。
研究設計/方法/理念
透過神經網絡程序,創造一個用以探索這三個假設性理論之間的關係的原型。探究這些關係,會使我們更能深入了解僱員動機的衍生品,因這涉及僱員動機對準備就緒、滿足感、表現及功績二元體的影響。仔細分析文獻帶出了一個假設,就是: 學習轉移的動機會在各假設的關係裏創造一個倍增的效果。
研究結果
這個神經網絡程序續步闡釋了一個被倡議的普遍觀念,那就是轉移動機的正面影響會帶來一個在假設性的二元體中會繼續持續下去的週期性效應。相反地,如果這動機在一個或多個二元體中減弱或停止,這週期性效應將會撤回及最終停止。
研究的原創性/價值
基於神經病學的結果,一個核心主題浮現了, 就是:管理人員必須提供透過輔助機制 (就是說:培訓) 而獲取知識的機會。方法是給會引發把學習轉為新機會的動機之受控渠道、提供外在穩定性。這知識的轉移,透過不斷學習而創造重建的成長,表現因而得以提升。
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Keywords
Matthew Kaplan, Elizabeth Larkin and Alan Hatton-Yeo
Intergenerational programs and practices refer to a wide range of initiatives which aim to bring people of different generations together to interact, educate, support, and…
Abstract
Intergenerational programs and practices refer to a wide range of initiatives which aim to bring people of different generations together to interact, educate, support, and provide care for one another. Insofar as there is such rapid growth in intergenerational program activity taking place at the national and international levels, it is pertinent to wonder how we can cultivate innovative, effective leaders in a variety of professional roles and settings. This article explores various conceptions about how to prepare and inspire intergenerational professionals. Beyond focusing on the set of skills and knowledge that practitioners need to function effectively, we argue that there are certain personal dispositions that are integral to leadership in this field. To illustrate how passion, what the authors call the p-factor, contributes to exemplary intergenerational practice, several examples are provided of intergenerational professionals who emanate this quality. Implications for preparing future intergenerational leaders are considered.
Daryl Watkins, Matthew Earnhardt, Linda Pittenger, Robin Roberts, Kees Rietsema and Janet Cosman-Ross
Technological advances, globalization, network complexity, and social complexity complicate almost every aspect of our organizations and environments. Leadership educators are…
Abstract
Technological advances, globalization, network complexity, and social complexity complicate almost every aspect of our organizations and environments. Leadership educators are challenged with developing leaders who can sense environmental cues, adapt to rapidly changing contexts, and thrive in uncertainty while adhering to their values systems. In a complex leadership context, inadequate leader responses can result in devastating organizational impacts akin to the butterfly effect from chaos theory. This paper advances a simple model for leadership education based on a program we designed to develop leaders who understand the nature of complex systems, reliably use their ethical value systems, are emotionally intelligent and resilient, and can adapt to emergent situations.
Matthew Sowcik and Scott J. Allen
In the context of business schools, the word “leadership” is widely used in missions, visions, and marketing materials. However, underlying support and the infrastructure to truly…
Abstract
In the context of business schools, the word “leadership” is widely used in missions, visions, and marketing materials. However, underlying support and the infrastructure to truly develop leaders may be lacking. The purpose of this paper is to highlight the challenges and issues facing leadership education in the context of business education. More specifically, we highlight some of the structural challenges, foundational issues, and research related problems and identify several opportunities to address some of the areas for development. Throughout this paper, we discuss how the National Leadership Education Research Agenda can spark research that will legitimize our work not only in business, but across disciplines.
The purpose of this paper is to examine the challenges of Japanese political leadership in combating corruption with an emphasis on the 1970s and 1980s when Tanaka Kakuei and Miki…
Abstract
Purpose
The purpose of this paper is to examine the challenges of Japanese political leadership in combating corruption with an emphasis on the 1970s and 1980s when Tanaka Kakuei and Miki Takeo led Japan.
Design/methodology/approach
This paper discusses the perceived extent of corruption in Japan, the importance of Japan’s gift-giving culture, and examines the efforts of Miki Takeo and the consequences of his political reforms for Japanese politics. Comparison is made with his predecessor, Tanaka Kakuei, to highlight the differences in combating corruption between both leaders.
Findings
Compared to Tanaka Kakuei, who was highly corrupt, Miki Takeo left a mixed legacy. He managed to revise campaign finance laws but lacked the political will and support from his party. The reforms he implemented failed to reduce money in politics, but they favoured the opposition in the collection of funds.
Originality/value
This paper will be useful to scholars and policy-makers interested in studying the role of leaders in curbing corruption and the challenges of political reform.