A Content Analysis of Undergraduate Students' Perceived Reasons for Changes in Personal Leadership Behaviors

Autor/inn/en	Burbank, Michael; Odom, Summer F.; Sandlin, M'Randa R.
Titel	A Content Analysis of Undergraduate Students' Perceived Reasons for Changes in Personal Leadership Behaviors
Quelle	In: Journal of Leadership Education, 14 (2015) 2, S.182-197 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1552-9045
Schlagwörter	Content Analysis; Undergraduate Students; Student Attitudes; Behavior Change; Leadership Styles; Student Leadership; Measures (Individuals); Pretests Posttests; Scores; Outcomes of Education; Service Learning; Learning Activities; Extracurricular Activities; Qualitative Research + Suchen Sie Ihr Suchwort? Inhaltsanalyse; Schülerverhalten; Führungsstil; Studentenwerk; Messdaten; Lernleistung; Schulerfolg; Service-Learning; Lernaktivität; Außerunterrichtliche Aktivität; Qualitative Forschung
Abstract	Leadership educators seek to understand how they can better develop leadership among their students through formal and informal course experiences. The purpose of this study was to understand how undergraduate students perceive reasons for changes in their leadership practices, after completing a personal leadership education course. The course focused on the five exemplary practices of college students. As part of the course, students completed the Student Leadership Practices Inventory (S-LPI) as a pre and post assessment. A qualitative content analysis of 107 undergraduate student reflections from multiple sections of a leadership course was conducted to examine students' perceptions of what influenced their change in scores on the S-LPI assessment. Students perceived that the curricular, co-curricular, and extracurricular activities of the course (including the high-impact service-learning project) affected their change in score for the leadership behavior(s) they intended to focus on throughout the semester. Students whose scores did not increase for the leadership behavior they chose to focus on still experienced leadership growth and development but attributed their growth to different items: their growth was in a different leadership behavior than intended or they developed a greater understanding of the five practices which affected their self-assessed score. (As Provided).
Anmerkungen	Association of Leadership Educators. e-mail: Jole@aged.tamu.edu; Web site: http://leadershipeducators.org/page-1014283
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01