Preparing to Lead: A Leadership Philosophy Exercise for Business Students

2017 ◽  
Vol 2 (4) ◽  
pp. 258-268 ◽  
Author(s):  
Kristi Lewis Tyran
Keyword(s):  
Business Students ◽  
Self Reflection ◽  
Personal Leadership

This article introduces a leadership philosophy exercise where students reflect on their values and prepare a statement of what they intend to do as a leader in their careers. This exercise has the potential to add value to leadership classes or seminars where personal leadership is the focus. By using the leadership philosophy exercise, I argue that management instructors can facilitate student self-reflection and better prepare students to lead effectively in their careers.

Self-awareness and personal development plans of students

2018 ◽  
Vol 4 (8) ◽  
pp. 176-183
Author(s):  
Catalina Radu
Keyword(s):  
Personal Development ◽  
Proper Time ◽  
Business Students ◽  
Educational Process ◽  
Self Awareness ◽  
Self Assessment ◽  
Career Anchors ◽  
Self Reflection ◽  
Johari Window ◽  
Development Plans

As students are highly influenced in the learning process by their emotions, they also need a proper time for self-reflection. This paper aims to present the main insights of business students in the Bucharest University of Economic Studies, Romania when challenged to set their personal development plans, after reflecting on their own strengths and weaknesses observed especially through JOHARI window used in class and three self-assessment questionnaires—drivers (working styles), career anchors and Belbin (team roles). Building personal development plans is an important step in the educational process. Although not taken at its real value because of the young age of the students, it is an activity that should be considered each semester, very well linked to the management discipline and to the career development of students/future graduates. Keywords: Students, personal development plans, motivation, educational process.

University student engagement in learning

2019 ◽  
Vol 61 (3) ◽  
pp. 342-358
Author(s):  
Patricia Yin Yin Lau ◽  
Christina Kwai Choi Lee ◽  
ChyeKok Ho
Keyword(s):  
Student Engagement ◽  
Intrinsic Motivation ◽  
Cognitive Skills ◽  
Business Students ◽  
Empirical Support ◽  
Integration Theory ◽  
Content Type ◽  
Self Reflection ◽  
Instructor Interaction

Purpose The purpose of this paper is to explore how university fieldtrips progressively deepen student engagement, and explain that stage-by-stage using the organismic integration theory. Design/methodology/approach Using reflective logs, follow-up focus groups after two years and facilitator observations, this Malaysian qualitative study followed 12 business students across two three-day rainforest fieldtrips. Findings Students progressed toward greater – and enduring – engagement, and transferable socio-cognitive skills, via three thematic stages. Voice and self-reflection – motivated by protecting group harmony – were key, enabled by facilitator and peer encouragement. Research limitations/implications This exploratory study invites research in specified education cultures. Further, a longitudinal, quantitative study could be designed to examine the conceptual framework developed in Figure 1. Practical implications University curricula, especially in collectivist high power distance cultures, should include fieldtrips as a particularly powerful form of experiential learning. Benefits of deeper engagement extend beyond present to future courses and the workplace. Higher student attraction/retention and employability may follow. Intrinsic motivation grows through the student–instructor interaction, watching theoretical principles in action, and having eureka moments through reflection, expression and exchange of ideas. Originality/value The research fills a gap by mapping student engagement progressively from extrinsic to intrinsic motivation along with socio-cognitive competencies. The authors reveal the centrality of voice and reflection to promote group harmony, explain the roles of facilitators and peers and show long-lasting transferable benefits to learning. Novelly, the authors provide empirical support for existing conceptual frameworks but also extend these.

Courageous Leadership

2021 ◽  
pp. 205-215
Author(s):  
Peggy Pelonis
Keyword(s):  
Ethical Decision Making ◽  
Educational Institutions ◽  
Diverse Group ◽  
Clear Definition ◽  
Fractal Approach ◽  
Self Reflection ◽  
Personal Leadership ◽  
Reflective Practitioners ◽  
Definition Of ◽  
Common Vision

The chapter addresses leadership in educational institutions. Leading a diverse group of people towards a common vision can be both exhilarating and risky and thus requires courage. Courageous leadership embraces human imperfection while emphasizing self-reflection tracked via the personal leadership thread which ultimately leads to authentic leadership. The chapter further defines the fractal approach which strongly emphasizes the idea of leadership as a partnership consisting of a clear definition of leaders and learners and comprised of the following pillars: reflective practitioners, communities of belonging, innovation, and conscious citizenship. This approach ultimately leads to empowering individuals to be architects of their own learning who are committed to ethical decision making in order to improve life and living on the planet.

Capacity of an Electronic Portfolio to Promote Professionalism, Collaboration and Accountability in Educational Leadership

2011 ◽  
pp. 328-348
Author(s):  
Kathryn Dixon
Keyword(s):  
Educational Leadership ◽  
Software Package ◽  
Performance Indicator ◽  
Electronic Portfolio ◽  
Collaborative Practice ◽  
Key Performance Indicator ◽  
Leadership Responsibilities ◽  
Self Reflection ◽  
Leadership Framework ◽  
Personal Leadership

This chapter is the result of an investigation into the capacity of an electronic portfolio (e-folio) to promote reflection and collaboration in a process of educational leadership. A cohort (n=11) of volunteer aspirant and current school leaders participated in the trial of an innovative software package designed to facilitate the creation of an electronic portfolio. The research has followed the development of the volunteer group as they underwent the process of constructing an e-folio, in an effort to understand the efficacy of an electronic portfolio as a tool for demonstrating self-reflection, analysis of personal leadership, and collaborative practice. The trial members recorded their reflections regarding their experiences as leaders into their portfolios using the parameters of the “Leadership Framework” as the conceptual guide. This chapter focuses on the results of a content analysis conducted on individual reflections, which found collaborative practice as a key performance indicator in the discharge of educational leadership responsibilities.

scholarly journals The use of self-reflection for enhanced enterprise education: a case study

2020 ◽  
Vol 62 (5) ◽  
pp. 581-598
Author(s):  
Andrew Paul Clarke ◽  
Clare Cornes ◽  
Natalie Ferry
Keyword(s):  
Business Students ◽  
Problem Based Learning ◽  
Reflective Teaching ◽  
Use Of Self ◽  
Teaching Methodologies ◽  
Content Type ◽  
Self Reflection ◽  
Novel Approach ◽  
Enterprise Education

PurposeA case study was undertaken to evaluate the use of self-reflection in enterprise education in a UK university, where the taught content was tailored to ensure relevance to the students who were from a variety of subject disciplines.Design/methodology/approachEnterprise taught content was established in masters level 7 programmes across a range of subject disciplines. Taught content was designed using problem based learning, and evaluated using self-reflective methodologies. The paper reflects on the current position of enterprise education and asks the research question of whether the use of self-reflective teaching methodologies are valid for enterprise education.FindingsResults suggest that the students appreciated the introduction of enterprise into their course and in the main did not view it as disjointed or irrelevant to their wider aims. More so, the students commented favourably towards the integration of enterprise into their primary discipline, and noted an enhanced learning experience because of this integration.Research limitations/implicationsFor the University: A novel approach to enterprise teaching has been developed at a UK university, focusing on teaching non-business students how to be more valuable to a business within their degree subject context. This has empowered the students with an enhanced understanding of commercial issues and increased employability (Rae 2007; Huq and Gilbert 2017). This has also led to enhanced relationships with industry and given students a wider understanding of their degree area.Practical implicationsFor the educator: The use of self-reflective teaching methodologies (Hayward 2000) are noted to be vital in order to deliver enterprise education in a way that is relevant to the student cohort body. By reflecting on one’s teaching style and delivery method, the authors were able to engage non-business students in enterprise education, and receive a high level of student satisfaction. It is noted that self-reflection was a valuable process for delivery to each degree discipline. By employing problem based learning and self-reflective teaching methodologies, an increased synergy between the business taught elements and the science subjects was created.Originality/valueThis approach is shown to empower the students with an enhanced understanding of commercial issues and an increased employability. This has led to enhanced relationships between academia and industry, and given students a wider understanding of their degree area; the enhanced relationships with industry offer students a wider commercial understanding of their degree area. A gap in the current knowledge base in enterprise education has been identified: enterprise education with the aim of educating the student to be more valuable to a business as opposed to starting a business. The use of self-reflective methodologies has offered a novel approach to enterprise teaching in a UK university.

scholarly journals Teaching research methods: Introducing a psychogeographical approach

2019 ◽  
pp. 1-13
Author(s):  
Clare Hindley ◽  
Deborah Knowles ◽  
Damian Ruth
Keyword(s):  
Higher Education ◽  
Qualitative Research ◽  
Research Methods ◽  
Undergraduate Students ◽  
Business Students ◽  
Qualitative Research Methods ◽  
Business Research ◽  
Self Reflection ◽  
Teaching In Higher Education ◽  
Undergraduate Business Students

AbstractThis paper explores teaching business students research methods using a psychogeographical approach, specifically the technique of dérive. It responds to calls for new ways of teaching in higher education and addresses the dearth of literature on teaching undergraduate business students qualitative research methods. Psychogeography challenges the dominance of questionnaires and interviews, introduces students to data variety, problematizes notions of success and illuminates the importance of observation and location. Using two studies with undergraduate students, the authors emphasize place and setting, the perception of purpose, the choice of data, criteria of success and the value of guided reflection and self-reflection in students’ learning. Additionally the data reflect on the way students perceive research about management and the nature of management itself. The paper concludes that the deployment of psychogeography to teach business research methods although complex and fraught with difficulty is nevertheless viable, educationally productive and worthy of further research.

scholarly journals INTERNACIONALIZACIÓN DEL CURRÍCULUM PARA DESARROLLAR LA COMPETENCIA INTERCULTURAL EN ESTUDIANTES DE NEGOCIOS

2021 ◽  
Vol 14 (23) ◽  
pp. 196
Author(s):  
María Cruz Cuevas Álvarez ◽  
Marco Pérez Mendoza ◽  
Gerardo Ulises Arias Moguel
Keyword(s):  
Qualitative Study ◽  
Intercultural Competence ◽  
Business Students ◽  
Interested Party ◽  
Cross Sectional ◽  
Self Reflection ◽  
Palabras Clave ◽  
Motivation And Engagement ◽  
A Priority

El objetivo del presente trabajo es presentar como a través de la Internacionalización del Currículo se desarrolla la Competencia Intercultural por medio de una plataforma educativa como una opción de capacitación para estudiantes, profesores o interesados en búsqueda de su futura aceptación e inserción en diferentes contextos interculturales, como medio alternativo a la movilidad. Este estudio cualitativo transversal exploratorio se llevó a cabo con 20 informantes. En los hallazgos se muestra cómo los participantes desarrollaron la Competencia Intercultural a través de ejercicios de autorreflexión, de interacciones y de diversas actividades, donde los temas culturales cotidianos y de negocios eran prioritarios; se incluyeron imágenes, videos cortos, audios de personas con diferentes acentos y ejercicios de autorreflexión sobre temas provistos. En otros hallazgos, también se desarrolló: curiosidad, motivación y compromiso para continuar aprendiendo. La Competencia Intercultural deja de ser una habilidad deseable y se convierte en una habilidad necesaria del siglo XXI, así como para todo aquel que busque insertarse en un entorno laboral intercultural y por último, que esta competencia se puede desarrollar a través de un curso virtual. Palabras clave: Internacionalización, Internacionalización del Currículum, Competencias, Competencia Intercultural, plataforma educativa, estudiantes de negocios AstractThe objective of this study is to present how Intercultural Competence can be developed through the Internationalization of the Curriculum strategy through an educational platform as a training option for students, faculty, staff or any interested party in their future insertion in different intercultural environments, as an alternative to mobility. This is a cross-sectional exploratory qualitative study was carried out with 20 informants. In the findings, participants show how they developed Intercultural Competence through self-reflection exercises, interactions and other type of activities where culture and business were a priority. Activities included images, short videos, listenings with people with different accents and self-reflection exercises on reviewed topics. In other findings, curiosity, motivation, and engagement to continue learning.Intercultural Competence is no longer a desirable ability but a necessary one in the XXI century, thus for those seeking to be accepted in a working intercultural environment, and also, this competence can be developed through a virtual course. Key words:Internationalization, Internationalized Curriculum, Competences, Intercultural Competence, educational platform, business students

Outcomes: Promoting Reflective Practice Using Performance Indicator Questionnaires

2010 ◽  
Vol 20 (2) ◽  
pp. 64-70 ◽  
Author(s):  
Mary Pat McCarthy
Keyword(s):  
Clinical Education ◽  
Performance Indicator ◽  
Clinical Skills ◽  
Self Assessment ◽  
Clinical Practicum ◽  
Self Reflection ◽  
Healthcare Settings ◽  
Language Pathology ◽  
Traditional Performance ◽  
The University

This article details the process of self-reflection applied to the use of traditional performance indicator questionnaires. The study followed eight speech-language pathology graduate students enrolled in clinical practicum in the university, school, and healthcare settings over a period of two semesters. Results indicated when reflection was focused on students' own clinical skills, modifications to practice were implemented. Results further concluded self-assessment using performance indicators paired with written reflections can be a viable form of instruction in clinical education.

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