The Contributions of Student Organization Involvement to Students' Self-Assessments of Their Leadership Traits and Relational Behaviors

Autor/inn/en	Smith, Lois J.; Chenoweth, John D.
Titel	The Contributions of Student Organization Involvement to Students' Self-Assessments of Their Leadership Traits and Relational Behaviors
Quelle	In: American Journal of Business Education, 8 (2015) 4, S.279-288 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1942-2504
Schlagwörter	Student Organizations; Leadership Training; Leadership Qualities; Student Participation; Student Attitudes; Learning Experience; Capacity Building; Online Surveys; College Seniors; Self Evaluation (Individuals); Comparative Analysis; Interpersonal Competence; Student Behavior; Interpersonal Relationship; Social Psychology + Suchen Sie Ihr Suchwort? Student organisations; Schülerorganisation; Studentenorganisation; Studentenvereinigung; Studentenvertretung; Führungslehre; Führungseigenschaft; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schülerverhalten; Lernerfahrung; College; Colleges; Senior; Hochschule; Fachhochschule; Interpersonale Kompetenz; Student behaviour; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Sozialpsychologie
Abstract	Many business schools designate leadership as a learning outcome for their undergraduates, but the question of how to teach leadership is challenging. Results of this study showed that students who were engaged in extracurricular student organizations rated themselves higher on both leadership traits and behaviors than those who were not involved in student organizations. Though faculty may not interact regularly directly with student affairs professionals, this study suggests that students learn holistically and across all their experiences, both inside and outside the classroom. Pairing coursework aimed at improving leadership capabilities with co-curricular organization activities that give students additional opportunities for trying out what they are learning in the classroom could improve intentionality and authenticity in students' educational experiences. (As Provided).
Anmerkungen	Clute Institute. 6901 South Pierce Street Suite 239, Littleton, CO 80128. Tel: 303-904-4750; Fax: 303-978-0413; e-mail: Staff@CluteInstitute.com; Web site: http://www.cluteinstitute.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01