ERIC Number: EJ1168937
Record Type: Journal
Publication Date: 2018-Jan
Abstractor: As Provided
Comparing Instructional and Assessment Strategy Use in Graduate- and Undergraduate-Level Leadership Studies: A Global Study
Jenkins, Daniel M.
Journal of Leadership Education, v17 n1 p73-92 Jan 2018
This study compares the differences in instructional and assessment strategy use between instructors who teach undergraduate- and graduate-level face-to-face, academic credit-bearing leadership studies courses. Findings suggest that, overall, discussion-based pedagogies, case studies, and self-assessments are the most frequently used instructional strategies, while instructors attach the most weight in their courses to term papers, group projects, and class participation/attendance. Further, undergraduate-level instructors use service learning far more in their instruction, while graduate instructors attach much greater value to term papers.
Descriptors: Comparative Education, Leadership Training, Educational Strategies, College Programs, Teaching Methods, Incidence, Evaluation Methods, Questionnaires, Conventional Instruction, Comparative Analysis, Teaching Styles, Teaching Models, Educational Practices, Statistical Analysis, College Faculty
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
Authoring Institution: N/A
Grant or Contract Numbers: N/A