Self-awareness and leadership: Developing an individual strategic professional development plan in an MBA leadership course

Rubens, Arthur; Schoenfeld, Gerald; Schaffer, Bryan S.; Leah, Joseph S.

doi:10.1016/j.ijme.2017.11.001

Cited by 38 publications

(39 citation statements)

References 29 publications

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“…Incorporating assignments that require a reflective component on experiences that promote leadership behaviors, such as discussion boards or online forums, will help bring attention to areas of growth and transformation. Providing students with opportunities to encourage awareness of leadership behaviors will allow them to internalize these strengths and promote future success in pursuing professional goals and in their career (Rubens, Schoenfeld, Schaffer, & Leah, 2018). It should be noted that the instructor intentionally fostered leadership thinking through discussion boards, and without this process, other programs may not expect similar transfer of leadership behaviors.…”

Section: Implications For Occupational Therapy Educationmentioning

confidence: 99%

Exploration of Self-Perceived Leadership Practices of Entry-Level Doctoral Students during the Doctoral Capstone Experience

Recigno

Benham

Breen-Franklin

2020

JOTE

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There is limited literature reporting the methodology of leadership advancement in entry-level Doctoral-Degree-Level Educational Programs through the Capstone Experience. The purpose of this study was to explore if self-perceived leadership practices increase after the Capstone Experience utilizing a one group, pretest-posttest design. Sixteen students completed the Student Leadership Practices Inventory (SLPI) from pretest to posttest. Self-perceived leadership practices of the fourth-year cohort of doctoral students increased significantly, t (15) = 5.42, p= 0.00007, with a large effect size (d= 1.355). Students enrolled in the community-based track were 31.25% of the sample, compared to 68.75% enrolled in the leadership track. Site mentors of the Capstone Experience were licensed occupational therapists for 37.5% of students, while the remaining 62.5% of students were matched with a site mentor outside of the occupational therapy profession. These results may indicate that through a transformative process of experiential learning, and with an emphasis on forging partnerships inside and outside of the profession, leadership growth is fostered through a Capstone Experience complementing didactic preparation in the classroom. Future studies should include an additional objective measurement and a comparison group to control for extraneous variables.

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Section: Implications For Occupational Therapy Educationmentioning

confidence: 99%

Exploration of Self-Perceived Leadership Practices of Entry-Level Doctoral Students during the Doctoral Capstone Experience

Recigno

Benham

Breen-Franklin

2020

JOTE

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“…This study finds that the common competency of 'innovation' and 'problem-solving' can be classified as a competency of priority improvement in the two-dimensional analysis. Although 'problem-solving', 'continuous-learning' and 'innovation' are the core abilities of the internship, however, 'innovation' is the necessary and critical trend in the ever present globalised, dynamic, diverse job market (Rubens et al, 2018;Chen and Chen, 2010). Therefore, it is recommended to increase the training skill in 'creative problem solving' (CPS).…”

Section: Common Competencymentioning

confidence: 99%

Competency-based diagnosis for interns-quality assessment approach

Cheng

Hou

Chen

et al. 2018

IJISCM

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In order to understand how the advantages of internship programs influence the undergraduates, this study evaluated seniors' experiences with the internship program in marketing and logistics management department at the case university. Through the University Career and Competency Assessment Network (UCAN) system, we used Deming's 'plan-do-check-action' (PDCA) methodology to investigate the relationship between learning outcome, competency assessment, and curriculum improvement. Our study showed that after the internship, students' professional and common competencies were improved and interns were satisfied with the program. In professional competency, students get opportunities for direct learning and experience of product, price, promotion, and place. Among the eight common competencies, the highest score represents the 'responsibility and discipline'. The satisfaction surveys showed that it is very important to offer a rich and sufficient curriculum design. Also, it was found that 'communication expression' and 'job responsibility and discipline' are best achieved by real-world training. This research fulfils objectives of the PDCA cycle and fits teaching and learning quality improvement.

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“…With reflection named as one of the key competencies required for effective leadership, the concept of the reflective leader becomes relevant in our ever-changing business environment (George 2007;Roberts 2008). The need to develop reflective leaders for the future has significant implications within higher education, especially concerning the business and leadership education of students (Light and De Dea Roglio 2009;Rubens et al 2018). If business schools have a key role to play in producing reflective leaders, curricula should include strategies to cultivate students' reflective ability (Densten and Gray 2001;Hay, Peltier and Drago 2004;Light and De Dea Roglio 2009;Rubens et al 2018).…”

Section: Introductionmentioning

confidence: 99%

“…The need to develop reflective leaders for the future has significant implications within higher education, especially concerning the business and leadership education of students (Light and De Dea Roglio 2009;Rubens et al 2018). If business schools have a key role to play in producing reflective leaders, curricula should include strategies to cultivate students' reflective ability (Densten and Gray 2001;Hay, Peltier and Drago 2004;Light and De Dea Roglio 2009;Rubens et al 2018). According to Morrison (1996), students who engage in reflective activities report increased self-awareness, selfconfidence and feelings of empowerment.…”

Section: Introductionmentioning

confidence: 99%

A framework to enhance the design of reflective leadership development learing interventions

Harry-Nana

Bosch

2020

SAJHE

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As workplaces grow more complex and multicultural, the need for a reflective leader has been identified as a key skill in the development of leaders. Business schools provide reflective leadership development learning interventions often with little empirical work to inform curriculum development. This study aimed to describe the perceived value of reflective learning in the leadership development of business students and how these insights could inform the design of leadership development interventions. Convenience sampling was employed through the use of social media. Primary data were collected via a questionnaire and follow-up interviews. The data showed that reflective learning did add value to participants during leadership development and that life story or autobiographical reflections were the most popular intervention types. The main findings emphasise the importance of taking prior reflective experiences, readiness and learning preferences of students into account when including reflective learning in leadership development interventions. These findings guided the development of a framework to enhance the design of reflective leadership development learning interventions. Such a framework can be used by higher education educators in the quest to cultivate the skill of reflection in leaders.

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Self-awareness and leadership: Developing an individual strategic professional development plan in an MBA leadership course

Cited by 38 publications

References 29 publications

Exploration of Self-Perceived Leadership Practices of Entry-Level Doctoral Students during the Doctoral Capstone Experience

Exploration of Self-Perceived Leadership Practices of Entry-Level Doctoral Students during the Doctoral Capstone Experience

Competency-based diagnosis for interns-quality assessment approach

A framework to enhance the design of reflective leadership development learing interventions

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