ERIC Number: EJ1136441
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 17
Teaching Leadership: Do Students Remember and Utilize the Concepts We Teach?
Williams, Jennifer R.; Townsend, Christine D.; Linder, James R.
Journal of Leadership Education, v4 n1 p62-74 Sum 2015
The purpose of this study was to determine how leadership competencies are remembered and utilized following instruction in a structured collegiate leadership course. The population for this study consisted of experienced collegiate leaders who completed an introductory leadership theory course. The purposive sample included 74 students who completed the course during a semester within a three year period. For this study, a three-part instrument was used. The study focused on the comprehension and use of leadership competencies presented in the course. Comparisons were made between the different classes in regards to self-perceived leadership competency knowledge (retained comprehension) as well as self-perceived leader competency use. Results showed statistically significant differences were found among students and self-perceived knowledge of Task v. Relationship and Blake and Mouton's Managerial Grid. Findings also showed that there was no statistically significant difference between self-perceived leadership competency use and the number of years post collegiate leadership course.
Descriptors: Leadership Training, Retention (Psychology), College Students, Student Leadership, Introductory Courses, Likert Scales, Questionnaires, Competence, Hypothesis Testing, Statistical Analysis, Comparative Analysis
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
Authoring Institution: N/A