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|a HD57.7.S657 2007_SmithTony |2 BU-Local |
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|a Lessons in leadership : using qualitative feedback from leader-educators to enhance leadership courses |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2007. |
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|a viii, 142 leaves ; |c 28 cm |
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|a Barry University Dissertations -- School of Education. |
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|a Thesis (Ph.D.)--Barry University, 2007. |
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|a Includes bibliographical references (leaves 121-129). |
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|a Copyright Tony E. Smith. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. |
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|a Purpose: The purpose of this study was to learn what constitutes an effective leadership course, and how such a course should be designed and taught, based on qualitative feedback from currently practicing Phi Theta Kappa faculty advisors and college instructors (referred to throughout the study as “leader-educators”). The objective of this study was based on the author’s belief that effective teaching and learning of leadership can ultimately enhance leadership practices for the benefit of society and those affected by leadership. Method: This study used a qualitative method of inquiry known as grounded theory as a means of discovery. A link to an online survey pertaining to leadership education, leadership course design, and leadership teaching was emailed to approximately 500 currently practicing Phi Theta Kappa faculty advisors and/or college instructors throughout the United States. Participants were asked to provide qualitative, open-ended feedback in identifying the skills, traits, strategies, theories, and principles they perceived as most important in effectively designing and teaching a college-level leadership course. Survey responses were subsequently analyzed in an effort to generate theories for enhancing the design and teaching of leadership courses at two-year and hybrid colleges. Major Findings: A total of 19 categories emerged relative to the principles, practices, teaching, and learning of effective leadership. These categories were simultaneously examined and refined through the process of open and axial coding, as is customary in a grounded theory study. These categories included: the importance of followers in leadership; the importance of a clear mission, goal, and vision among leaders; transformational leadership; influence or persuasion skills; communication skills; ethics; passion; willingness to accept feedback from followers; organizational skills; situational leadership; mentorship; personal experience and/or experiential learning; teamwork skills; leader shadowing; situational leadership; group projects; case studies; essays and research papers; and portfolios. A total of 11 theories relative to the principles, practices, teaching, and assessment of effective leadership were formulated from the categories mentioned. |
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|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a Leadership |x Study and teaching. |
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|a Educators |x United States. |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001251/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/12/51/00001/HD57_7 _S657 2007_SmithTonythm.jpg |
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|a Theses and Dissertations |
