Echoes of Leadership Education: Reflections on Failure, Forgetting, and Our Future

Working in groups and teams is a common practice in today's college classroom, partly in order to meet the growing demand by employers that students entering the workforce have leadership and group experience. This practice has many inherent benefits and challenges. The experiences created must meet the needs of both students and other stakeholders in the world of work. This qualitative case study includes 11 undergraduate student participants (8 female and 3 male) who were enrolled in Leadership in Groups and Teams, a course at a large Midwestern research university. Participant interviews pertaining to their experiences and perceptions of groups and teams in the educational setting emphasized the value of engaging in experiential learning as a complement to traditional scholarship. Beneficial insights are suggested for future changes in the course content and structure.

Section: Continued Evaluationmentioning

confidence: 99%

Case Study: Student Perceptions of Groups & Teams in Leadership Education

Coers

Lorensen²,

Anderson³

2009

“…In this and other respects, investigators often struggle with the limitations inherent in their POV. DiPaolo (2008) published the results of a longitudinal study regarding the impact of a leadership education retreat through the eyes of six undergraduates. The investigator used more than one method to understand whether these students later attributed their success and failure as a leader to their experience of this stand-alone training.…”

Section: Investigator > Leadermentioning

confidence: 99%

Point of View: Leadership Studies from Different Perspectives

Harter

2012

By adopting the dictum that all knowledge is knowledge from a point of view, educators can arrange the literature on leadership into nine categories from three conceptually distinct points of view, namely the Leader, the Follower, and the Investigator. Students who come to appreciate and account for point of view not only increase their understanding of leadership, but also prepare to compensate, if not transcend their own point of view-a skill that successful participants in leadership will increasingly require.

“…Effective leadership programs cannot be fully measured by a simple survey or questionnaire. To understand the full impact of leadership education on students, we must be committed to more complex processes of evaluation (DiPaolo, 2008). The process of leadership development is a multifarious one that requires a corresponding set of mixed measurements.…”

Section: How Can We Measure Successful Programs If What We Aim To Tea...mentioning

confidence: 99%

Co-Curricular Leadership Education: Considering Critical Questions

Fincher¹,

Shalka²

2009

This article highlights the importance of examining the ways that leadership educators approach leadership education on college campuses. It also raises questions by which co-curricular leadership educators can re-evaluate how they prepare students for leadership that is relevant to meet the challenges of today's world. Through these questions educators are encouraged to reexamine their practice and consider areas in which they can challenge the status quo to provide more mindful leadership education that prepares students for lifelong learning and the flexibility to tackle the challenges of an increasingly complex global society.