Developing Leadership Skills among EMBA Students: Innovations in Design

Vohra, Neharika; Rathi, Neerpal; Bhatnagar, Deepti

doi:10.1177/0256090915573612

Cited by 13 publications

(10 citation statements)

References 29 publications

(71 reference statements)

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“…Awareness of one’s strengths and development needs is considered a foundational leadership capacity (Toegel and Barsoux, 2012). Effective leaders are aware of how they respond to different situations, they are aware of their impact on others, they understand human interaction and the role their behavior plays in bringing about effective outcomes (Ashkanasy and Dasborough, 2010; Vohra et al , 2015). Lacking self-awareness may create blind spots that erode confidence and trust and reduce effectiveness as a leader (Cunliffe, 2009).…”

Section: Literature Reviewmentioning

confidence: 99%

Developing leadership potential in graduate students with assessment, self-awareness, reflection and coaching

Lawrence

Dunn

Weisfeld‐Spolter

2018

JMD

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Purpose The purpose of this paper is to present an innovative, research-based approach for stimulating self-awareness, reflection and intentional leadership development and address a call from the academic and business community to educate and prepare graduate students for leadership in contemporary complex workplaces. Building on previous research findings and recommendations, the authors suggest that leadership potential is understood and facilitated through leadership assessment, increased self-awareness and faculty coach-supported reflection and development planning by MBA students. Based on three key constructs in leadership development, a conceptual model depicts the approach to developing potential leaders at this juncture in their professional development. Design/methodology/approach New MBA students completed a leadership potential assessment instrument designed to target areas for focused leadership development throughout their MBA program and beyond. The assessment process is followed by faculty coach-supported reflection and development planning as an assignment during the students’ MBA orientation course. To explore the impact of this innovative approach to accelerating the development of leadership potential, reflection papers from students who completed the process were analyzed. Data analysis consisted of content coding with an inter-rater reliability of 0.99 to classify the responses into four key categories. Survey data were also collected from 504 MBA students who attended an on-campus orientation course to measure students’ increasing understanding and awareness of the value of the leadership development opportunity. Findings Quantitative and qualitative results provide initial support for this approach to developing leadership potential. Results suggest that the integrative model stimulates a process of awareness, reflection and intentional development, and supports the identification and pursuit of goal-directed learning opportunities throughout students’ MBA program. Originality/value Graduate business school students are at a leadership inflection point in their trajectory as leaders. Business colleges play a key role in closing the leadership gap during the development cycle of the students’ MBA program. The innovative approach in this paper, which facilitates self-awareness, reflection and intentional leadership development, offers a model for business colleges exploring how to foster these necessary leadership insights and capabilities.

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Section: Literature Reviewmentioning

confidence: 99%

Developing leadership potential in graduate students with assessment, self-awareness, reflection and coaching

Lawrence

Dunn

Weisfeld‐Spolter

2018

JMD

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“…Leadership has been a common topic for historians, psychologists, political scientists, and people in practice and organizational behavior experts in different fields (Vohra et al, 2015). In the last century, more than 200 articles were published related to leadership.…”

Section: Introductionmentioning

confidence: 99%

The Importance of Leadership Education in University: Self-Leadership Example

Bozyiǧit¹

2019

IES

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Self-leadership is a form of leadership that has emerged in the last quarter of a century. The purpose of this study is to determine whether there is a difference in self-leadership strategies between students who choose leadership course and do not choose. The sample of this research consisted of 144 sports management students in 2018; 35 female (24.3%) and 109 male (75.7%). The average age of students is 22.38 (sd=2.88). While 30 students (20.8%) stated that they chose leadership course, 114 students (79.2%) stated that they did not choose leadership course. In this study, the Turkish version of Abbreviated Self-Leadership Questionnaire (ASLQ) was used as a data collection tool, but original ASLQ was developed by Houghton et al. (2012). The Turkish version of the scale was adopted by Şahin (2015). As a result of the reliability analysis, the Cronbach’s alpha value was found to be .74. There was a significant difference between ASLQ total scores of students who choose the leadership course and do not choose (yes/no). There was a significant difference between students who choose the leadership course and do not choose (yes/no) and the subscale scores; behavior awareness and volition, constructive cognition, and task motivation. According to the results obtained through the analysis, hypothesis 1 and 2 were accepted.

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“…As time management is a challenge, students can then plan their time to meet their other classes" expectations which will better prepare them as well for dealing after graduation with the real various complex activities (Chilton, 2012). According to Vohra (2015), experiential learning in business education offer many advantages over traditional classroom lectures such as promoting active learning engagement, breaking the classical models of thinking, and enhancing team spirit, trust and group awareness (Vohra,2015). Yet, the benefits of experiential learning activities can be maximized if students have self confidence in their abilities.…”

Section: Experiential Learning For Business Educationmentioning

confidence: 99%

“…In fact, simulation activities can achieve lots of objectives in business education and have proven useful much better than traditional lectures settings for supporting the students to connect theoretical knowledge to application (Piercy, 2011). Business simulations support the students to experience the real business passion as a good basis of learning, adding to supporting intergroup and interpersonal concerns such as teamwork, communication or conflict resolution (Clercq 2000, Vohra, 2015, Piercy, 2011. Although required skills and competencies may not be well supported in current traditional educational systems, yet the research works on educational simulations or games was almost missing before year 2006.…”

Section: Experiential Learning For Business Education: Business Simulmentioning

confidence: 99%

Experiential Learning for Supporting Learning Effectiveness in Business Education: A Case Study from Egypt

Bedawy¹

2017

IJBM

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Higher education plays a crucial role for developing responsible citizens and accordingly a key priority for educators should be how to prepare their students for contributing to society development. Traditional teaching methods have been insufficient to realize these aims and experiential learning has been recommended for supporting learning effectiveness in higher education as experiential learning plays a crucial role to complement the required capabilities. In business education,experiential learning has focused on the simulation of real world business practices. As experiential learning is a relatively new educational practical approach in Egypt, this study sheds the light on the rational process of experiential learning as well as the study aims to evaluate the benefits and obstacles that educators may face when implementing an experiential approach. The case study presents an experiential learning model based on a business simulation, reflecting its effectiveness to develop students" learning process and learning outcome. Using qualitative analysis, the study investigates the responses of diverse undergraduate student teams to a business simulation as a new experiential learning approach. The study recommends that experiential learning approach has proven useful for supporting the business students" effective learning.

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Developing Leadership Skills among EMBA Students: Innovations in Design

Cited by 13 publications

References 29 publications

Developing leadership potential in graduate students with assessment, self-awareness, reflection and coaching

Developing leadership potential in graduate students with assessment, self-awareness, reflection and coaching

The Importance of Leadership Education in University: Self-Leadership Example

Experiential Learning for Supporting Learning Effectiveness in Business Education: A Case Study from Egypt

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