The Differential Effects of High School and Collegiate Student Organization Involvement on Adolescent Leader Development

Rosch, David M.; Nelson, Nicole E.

doi:10.12806/v17/i4/r1

Cited by 11 publications

(13 citation statements)

References 21 publications

(41 reference statements)

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“…Mark's response lends support to Rosch and Nelson's (2018) contention that individuals with a lack of experience in formal organisations are disadvantaged in developing leadership skills. Hesitance in accepting leadership should be distinguished from active avoidance.…”

Section: Results and Discussion Of Findingsmentioning

confidence: 90%

“…As reflected earlier in the paper, MPA programs in Australian universities attract large numbers of international students. The successful application of the RWA framework in the Collier and Rosch (2016), Rosch (2015) and Rosch and Nelson (2018) studies thus provide reassurance of the suitability of the RWA framework to develop research questions on leadership-in-teams in the accounting education environment focusing on international students.…”

Section: Medar 291mentioning

confidence: 89%

“…Mark's response lends support to Rosch and Nelson's (2018) There are suggestions that business simulation and work-integrated teamwork activities constructively aligned (Biggs, 1996) This would suggest that an opportunity exists for students experienced in transactional-transformation leadership models to mentor less experienced students with the guidance of competent facilitators (Rosch and Nelson, 2018).…”

Section: How Else Did You Get Into the Course?mentioning

confidence: 99%

“…Through application of the RWA framework, Rosch and Nelson (2018) identified strong leadership developmental relationships between past high school and current involvement in student organisations. Their study of 757 registered student organisations associated with a large US university found high school involvement in formal organisations to be critically important in developing the (willingness) dimension of leadership capacity.…”

Section: Literature Reviewthe Ready Willing and Able Framework And Its Application In An International Contextmentioning

confidence: 99%

“…Simply placing students in teams did not enhance leadership development. Rosch concludes that in line with the RWA framework, structured forethought and postexperience reflection is required to enhance leadership development.Through application of the RWA framework,Rosch and Nelson (2018) find strong leadership developmental relationships between past high school and current involvement in student organisations. Their study of 757 registered student organisations associated with a large US university found high school involvement in formal organisations to be critically important in developing the (willingness) dimension of leadership capacity.…”

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confidence: 99%

See 4 more Smart Citations

Leadership-in-teams, ready, willing and able: perspectives of international accounting students

Oosthuizen

Lange

Wilmshurst

et al. 2020

MEDAR

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Purpose The purpose of this study is to explore the reasons why international accounting students in higher education in Australia do not accept leadership roles in academic teams, considering the importance employers attach to leadership and teamwork graduate attributes. Design/methodology/approach Adopting the Keating et al. (2014) ready, willing and able (RWA) leadership framework, this qualitative study uses a narrative textual approach to analyse the data from responses to open-ended questions recorded in interviews with a sample of Master of Professional Accounting (MPA) students (N = 12) undertaking leadership-in-team roles in a management and cost Accounting unit (N = 110) within an Australian higher education accounting program. Findings The results of this study suggest that a lack of past work experience disadvantages accounting students in being ‘ready’ to adopt leadership roles in teams. Self-interested behaviour results in students not being ‘willing’ to adopt leadership roles. Students perceive business simulation and work-integrated learning activities to hold the potential to improve their ‘ability’ to lead. Practical implications The study offers a conceptual schema for student leadership development, suggesting that accounting curricula in higher education should include the assessment of scaffolded leadership development activities. Mentorship roles in academic teams should also be explored. Originality/value To the authors’ knowledge, this is the first application of the RWA framework to explore accounting students’ predisposition to accepting leadership roles in teams. Informed by the student narrative, the authors offer a future focused RWA schema as a practical guide for educators to embed leadership development in the accounting curriculum.

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Section: Results and Discussion Of Findingsmentioning

confidence: 90%