Old Concept, New Generation: Millennials and Community Leadership Programs

Autor/inn/en	Fritsch, Aimee; Rasmussen, Catherine M.; Chazdon, Scott A.
Titel	Old Concept, New Generation: Millennials and Community Leadership Programs
Quelle	In: Journal of Leadership Education, 17 (2018) 4, S.93-109 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1552-9045
Schlagwörter	Counties; Program Descriptions; Leadership Training; Community Programs; Universities; Extension Education; Outcomes of Education; Age Differences; Community Development; Skill Development; Rural Areas; Futures (of Society); Work Attitudes; Program Design; Social Capital; Human Capital; Minnesota + Suchen Sie Ihr Suchwort? Führungslehre; University; Universität; Erweitertes Bildungsangebot; Lernleistung; Schulerfolg; Age; Difference; Age difference; Altersunterschied; Community; Development; Entwicklung; Kompetenzentwicklung; Qualifikationsentwicklung; Rural area; Ländlicher Raum; Future; Society; Zukunft; Work attitude; Arbeitshaltung; Programme design; Programmaufbau; Programmplanung; Sozialkapital; Humankapital
Abstract	Current research on millennials primarily focuses on their behavior within an academic or workplace setting. This study expands on previous analysis by exploring how millennials respond to community leadership efforts, particularly cohort leadership programs. Participant outcomes from University of Minnesota Extension's County Bridging Leadership Program revealed that millennials--particularly those without a four-year degree--experienced significantly higher gains in several skill areas relevant to community development than nonmillennials. Recruiting more millennials to participate in community leadership programs is critical not only to keep younger people in rural communities but also to strengthen future community vitality. (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