ARE LEADERS SMARTER OR DO THEY JUST SEEM THAT WAY? EXPLORING PERCEIVED INTELLECTUAL COMPETENCE AND LEADERSHIP EMERGENCE

2002 ◽  
Vol 30 (2) ◽  
pp. 105-118 ◽  
Author(s):  
Robert S. Rubin ◽  
Lynn K. Bartels ◽  
William H. Bommer
Keyword(s):  
Organizational Behavior ◽  
Small Groups ◽  
Business Students ◽  
Emergent Leadership ◽  
Leadership Emergence ◽  
Self Monitoring ◽  
Academic Assessment ◽  
Proposed Model ◽  
Leadership Process ◽  
Undergraduate Business Students

Both intelligence (Bass, 1990) and self-monitoring (Cronshaw & Ellis, 1991) have been shown to be strong individual predictors of leadership emergence in small groups. The present study proposed a potential mediator in the leadership emergence process. Specifically, it was hypothesized that perceived intellectual competence would mediate the emergent leadership process. Undergraduate business students (N = 347) from a large mid-western university participated in an academic assessment center in conjunction with an organizational behavior course. Findings indicated that the proposed model fits the data quite well and mediator analysis demonstrated that the perception of intellectual competence might be an important mechanism for leadership attainment in small groups.

The University Is an Organization: Teaching Organizational Behavior by Relying on Students’ University Experience

2018 ◽  
Vol 3 (4) ◽  
pp. 271-286
Author(s):  
Najib A. Mozahem ◽  
Carla M. Ghanem
Keyword(s):  
Organizational Behavior ◽  
Work Experience ◽  
Business Students ◽  
University Experience ◽  
The University ◽  
Undergraduate Business Students

One of the primary challenges in teaching Organizational Behavior concepts is that undergraduate business students often have little or no work experience. We propose a method that utilizes students’ experience in the university as the basis for understanding these concepts. This understanding is achieved by highlighting the fact that the university is an organization and that students are members of this organization. Students are encouraged to think about how the material applies to them in the university. This approach, we believe, has increased students’ interest in the material and helped them reflect on the concepts, thus providing opportunities to grow and develop both as students and as individuals. We used surveys that were distributed in the university and answered by the students. Students participated in experiments, and in many instance, they were surprised by the results.

scholarly journals Revisiting Extraversion and Leadership Emergence: A Social Network Churn Perspective

2022 ◽  
Author(s):  
Blaine Landis ◽  
Jon Jachimowicz ◽  
Dan J. Wang ◽  
Robert Krause
Keyword(s):  
Social Network ◽  
Network Size ◽  
Emergent Leadership ◽  
Leadership Emergence ◽  
Personality Psychology ◽  
Self Monitoring ◽  
The People ◽  
Over Time

One of the classic relationships in personality psychology is that extraversion is associated with emerging as an informal leader. However, recent findings raise questions about the longevity of extraverted individuals as emergent leaders. Here, we adopt a social network churn perspective to study the number of people entering, remaining in, and leaving the leadership networks of individuals over time. We propose that extraverted individuals endure as emergent leaders in networks over time, but experience significant changes in the people being led, including the loss of people who once considered them a leader but now no longer do. In Study 1 (N = 545), extraverted individuals had a larger number of new and remaining people in their leadership networks, but also lost more people, above and beyond differences in initial leadership network size. In Study 2 (N = 764), we replicated and extended these results in an organizational sample while controlling for alternative explanations such as formal rank, network size, self-monitoring, and narcissism. Extraversion predicted the number of people entering, remaining in, and leaving leadership networks over time. Our findings suggest that while extraverted individuals tend to emerge as leaders, they are also more likely to experience greater network churn—they tend to lead different people over time and leave people in their wake who once perceived them a leader but now no longer do. We discuss the challenges posed by this network churn perspective for extraverted emergent leaders and highlight its importance for our understanding of extraversion and emergent leadership.

Cognitive Style and Sex: A Study of Stereotypical Thinking

2008 ◽  
Vol 102 (3) ◽  
pp. 739-744
Author(s):  
Havva J. Meric ◽  
Margaret M. Capen
Keyword(s):  
Cognitive Style ◽  
Linear Model ◽  
Work Experience ◽  
Business Students ◽  
General Linear Model ◽  
General Linear ◽  
Male Undergraduate ◽  
Undergraduate Business Students

Differences between Cognitive Style Index mean scores of female and male undergraduate business students were tested using a general linear model. Among 286 undergraduate business students, women scored higher (more analytical) than men. The comparison of undergraduate business students with and without work experience related to their major shows that students with such related work experience were more intuitive than peers with no work experience related to their major.

Developing business students’ intercultural competence through intercultural virtual collaboration: a task sequence implementation

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Luana Ferreira-Lopes ◽  
Iciar Elexpuru-Albizuri ◽  
María José Bezanilla
Keyword(s):  
Intercultural Competence ◽  
Business Students ◽  
Cultural Knowledge ◽  
Learning Potential ◽  
Task Sequence ◽  
Virtual Collaboration ◽  
Intercultural Relationships ◽  
Pedagogical Strategies ◽  
Content Type ◽  
Undergraduate Business Students

Purpose Allowing for interaction with foreign cultures without the need to travel, intercultural virtual collaboration represents a potential tool to develop business students’ intercultural competence. This study aims to explore students’ perceptions towards the implementation of a research-based task sequence in a project in which undergraduate Business students from Spain collaborated virtually with undergraduate business students from The Netherlands during a semester. More specifically, this paper investigates what intercultural competence indicators were mostly developed by the sequence implemented; how much each task from the sequence in question developed different intercultural competence indicators; and how much students enjoyed participating in each task. Design/methodology/approach Data was collected through after-task reflection questionnaires. A quantitative analysis of Likert-type questions was carried out and open-ended responses were used to illustrate findings. Findings Results reveal that the task sequence developed different dimensions of students’ intercultural competence and, particularly, fostered a positive attitude towards intercultural relationships, increased students’ cultural knowledge and awareness and equipped students with skills to work in diverse teams. It also showed that as complexity grew along the sequence, the average students’ perception of their intercultural competence development tended to decrease. The majority of students’ very much liked participating in the different tasks. Originality/value Designing telecollaborative projects can be very challenging and understanding the learning potential of different pedagogical strategies for virtual collaborative environments can help teachers to take better-informed decisions.

scholarly journals Gauging reflexive historical thinking: An exploratory study of Columbian undergraduates

2021 ◽  
Vol 8 (1) ◽  
pp. 139-155
Author(s):  
Joshua Large ◽  
◽  
Juan Pablo Román Calderón
Keyword(s):  
Exploratory Study ◽  
Business Students ◽  
Private University ◽  
Historical Thinking ◽  
Personal Agency ◽  
Thinking Skill ◽  
Economic Forces ◽  
Economic Ideology ◽  
Historical Agency ◽  
Undergraduate Business Students

This study gauges the development of an historical thinking skill we term reflexive historical thinking and its relationship to economic ideology among a group of undergraduate business students in an introductory history course at a Colombian private university. A survey was conducted twice during a semester in which students answered questions regarding historical agency, personal agency, and economic ideology. We measured the relationships and changes in responses regarding these factors. We hypothesized that students with greater awareness of broad social and economic forces as determinants of historical events would also be aware of an array of social and economic forces informing their personal outlooks. Moreover, we expected such awareness – both historical and personal – to increase during the course. Finally, we wondered how economic ideology influences such awareness. We found little support for the expectation that reflexive historical thinking developed over time, but interesting correlations between historical thinking and economic ideology.

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