Leadership Characteristics of Outstanding Seniors in a Land-Grant University College of Agriculture

Abstract

Leadership is a concept that has always been a major component of Colleges of Agriculture. Undergraduate student have numerous opportunities to develop their leadership skills and abilities though formal coursework, collegiate organizations, and personal leadership activities. This ethnographic qualitative research study investigated the leadership characteristics of outstanding seniors in the College of Food, Agricultural, and Environmental Sciences (CFAES) at The Ohio State University. The study utilized a semi-structured interview methodology. The objectives of the study were to 1) Determine the leadership development experiences of the outstanding seniors prior to their enrolling in college, 2) Identify the leadership development activities in which they participated during their undergraduate studies, 3) Identify their self-perceived strengths, weaknesses, and leadership influences, 4) Identify the personal and professional leadership goals. Results indicate that the outstanding seniors had significant leadership

How Are We Educating Agricultural Students? A National Profile of Leadership Capacities and Involvement in College Compared To NonAgricultural Peers

“…Based upon the National Standards for Teacher Education in Agriculture adopted by the American Association for Agricultural Education (AAAE), education programs are to develop the skills and knowledge for all content areas teachers may be expected to teach, including the content area of leadership (Simonsen & Burkenholz, 2010). Connors, Velez, and Swan (2006) stressed that "agricultural businesses, commodity organizations, non-profit groups, and government agencies need competent leaders who will provide direction and vision for the future of the agricultural industry (p. 94). The National Academies' 2009 Transforming Agricultural Education for a Changing World Report in Brief highlighted, "This agricultural workforce must constantly respond to changes in the physical, economic, and social environment surrounding agriculture" (p.1), and that "academic institutions with programs in agriculture are in a perfect position to foster the next generation of leaders and professionals needed to address these challenges" (p.1).…”

“…Although Shertzer and Schuh (2004) found that, "student leaders generally will emerge without needing to be pushed and can be trusted to serve in their roles without much supervision because of their leadership experience" (p.127), additional opportunities would continue to deepen the leadership capacity of these students. Connors, Velez, and Swan (2006) observed there may be a gap in student awareness of leadership development opportunities on campus (formal and informal). Investing in student leadership development at all levels of experience and involvement can positively impact both the current and future roles of these young leaders.…”

“…Transitions in maturity and leadership experience occur from high school involvement to leadership opportunities in collegiate organizations. Connors, Velez, and Swan (2006) stressed that "it is critically important that faculty, advisors, researchers, and administrators in land-grant university colleges of agriculture pay close attention to the leadership development of the undergraduates in their institutions" (p. 95).…”

Measuring Optimal Experiences of CANR Undergraduates in a Leadership Course

“…Parks and Dyer (2005) suggest that individuals who have previous leadership experiences are more likely to participate in leadership roles at the collegiate level than their counterpart non-FFA and non-4-H peers. Although participation in organizations at the collegiate level is important (Connors, Velez, & Swan, 2006), research by Schumacher and Swan (1993) suggest that undergraduate classroom learning of leadership provides a forum for the development of efficient and effective leaders.…”