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ERIC Number: ED580654
Record Type: Non-Journal
Publication Date: 2017
Pages: 164
Abstractor: As Provided
ISBN: 978-0-3553-0359-9
The Effect of Leadership Courses and Programs on University Undergraduates' Self-Efficacy in Two Mid-Sized Christian Universities in West Texas
Majkowski, Jasmine Meg
ProQuest LLC, Ed.D. Dissertation, Hardin-Simmons University
The globalization and diversification within the world led universities to try to address the problem with improved future leaders. Universities offer leadership classes and programs to prepare tomorrow's leaders to adapt to the ever-changing landscape the world now offers. This study built on the theoretical framework of Albert Bandura's self-efficacy theory which says that people's experiences shape belief systems, which ultimately, affects effort exerted and accomplishments. Adding to Bandura's self-efficacy theory, the researcher focused on how universities shape students' leader self-efficacy. To simplify, the researcher asks, "do universities prepare students to feel confident in their leadership abilities? If given an opportunity at a leadership task or role, are universities preparing those students to lead successfully?" The research question that guided this study asked, "what factors influence leadership self-efficacy for higher education students in two mid-sized Christian Universities in West Texas?" Prior research led to the development of five hypotheses that evaluated the factors that possibly influence leadership self-efficacy. The researcher created a demographic questionnaire that inquired about students' age, gender, major, formal leadership experience, informal leadership experience, and the ability to define transformational and servant leadership. The study also utilized the Leadership Efficacy Questionnaire©, (Hannah & Avolio, 2012). The LEQ© measured for a student's leader self-efficacy by asking students to rate their confidence level in various leadership scenarios. Results showed that two of the five hypotheses were supported. Gender, major, and informal leadership experience significantly affected leadership efficacy. Males, business majors, and students who experienced informal leadership during college scored higher on the LEQ© than their counterparts. Universities should cater to the gender gap and provide females with opportunities for leadership experiences outside of the classroom. Additionally, universities should encourage informal leadership experiences to accompany classroom experiences, and would be wise to place the leadership department under the School of Business while requiring some business classes as part of the leadership program to ensure leadership students get the most benefit to improve leader self-efficacy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas