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ERIC Number: EJ1131904
Record Type: Journal
Publication Date: 2015
Pages: 15
Abstractor: As Provided
Reference Count: 39
ISBN: N/A
ISSN: EISSN-1552-9045
Effects of Classroom-Based Team Experiences on Undergraduate Student Leadership Development: When Practice Does Not Make Perfect
Rosch, David
Journal of Leadership Education, v14 n3 p104-118 Sum 2015
Engineering students (N = 285) enrolled in either a first-year or senior-year design course that consisted entirely of team-based collaborative learning projects reported few gains in their overall leadership development. First-year students made moderate gains in transformational leadership skills and social-normative motivation to lead. Peer evaluations of skill were lower than were self-reported scores, and, for first-year students, self-reported scores and peer scores were not correlated. A high degree of co-curricular involvement in student organizations, as compared to little or no involvement, was associated with student gains in seniors. These results indicate the relatively small degree of leadership learning that takes place in classroom-based team experiences when those experiences are not paired with opportunities for deliberate practice or reflection in the development of leadership capacity.
Association of Leadership Educators. e-mail: Jole@aged.tamu.edu; Web site: http://leadershipeducators.org/page-1014283
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A