Intrapersonal conflict as a students' leadership qualities development factor

2020 ◽  
Vol 2-3 (20) ◽  
pp. 83-92
Author(s):  
Maryаna Lykova ◽  
Keyword(s):  
Engineering Students ◽  
Leadership Skills ◽  
Training Methods ◽  
Leadership Qualities ◽  
Leadership Potential ◽  
Development Factor ◽  
Intrapersonal Conflict ◽  
Personal Leadership ◽  
The Impact ◽  
The Relationship

Introduction. Based on empirical research, the author makes a qualitative analysis of the relationship between students' leadership qualities and interpersonal conflicts as well as discusses the features of student intrapersonal conflicts and their relationship with students' leadership potential. Aim. To explore the relationship between the humanities and engineering students' leadership qualities and intrapersonal conflicts. Methods. The study of the impact of intrapersonal conflicts on the development of humanities and engineering students' leadership qualities was conducted using the Lauterbach Intrapersonal Conflicts questionnaire. Results. According to the structure of leadership qualities proposed by the author, intrapersonal conflicts are a personal leadership potential development factor, which is a personal psychological characteristic. The author discusses in detail four types of intrapersonal conflicts (the conflicts between the needs for dominance and subordination, the conflicts between the need for achievement and the fear of failure, the aspirations-and-achievements conflicts, and the trust-and-self-sufficiency conflicts), which affect the development of the humanities and engineering students’ leadership potential. Conclusions. Intrapersonal conflicts indicate the presence of contradictions between the individuals' leadership qualities such as purposefulness, motivation, integrity, confidence, developed personality, and adequate self-esteem. Intrapersonal conflicts can both promote individuals' leadership skills and decrease them. Therefore, further research into personal leadership skills development is necessary to create developmental and training methods to control intrapersonal conflicts, which could help students in their future careers.

scholarly journals Social Relational Capital as a Community Economic Development Factor

2019 ◽  
Vol IV (I) ◽  
pp. 108-119
Author(s):  
Mujib Ur Rahman ◽  
Muhammad Faizan Malik ◽  
Wisal Ahmad
Keyword(s):  
Economic Development ◽  
Business Community ◽  
Community Economic Development ◽  
Relational Capital ◽  
Purposive Sampling ◽  
Development Factor ◽  
High Investment ◽  
The Impact ◽  
The Relationship

The paper examined the impact of relational capitals on community economic development. For this purpose, the handloom business community was taken as a case study from Peshawar Valley. Data was collected through purposive sampling from169 handlooms firms. The results concluded that the impact of relational capital is significant, and the relationship is positive. This study hereby suggests that government and policymakers should invest in making ties and a strong network of firms within and outside of the community; hence with high investment in making strong social-relational capital can develop the entire entrepreneurial communities.

EP.TU.991Developing as Future Leaders: A Systematic Review of Quality Improvement Training in Junior Doctors

2021 ◽  
Vol 108 (Supplement_7) ◽  
Author(s):  
Rabiya Aseem ◽  
Costas Simillis ◽  
Jason Smith ◽  
Sonal Arora ◽  
Nikhil Pawa
Keyword(s):  
Systematic Review ◽  
Quality Improvement ◽  
English Language ◽  
Quality Care ◽  
Leadership Skills ◽  
Training Programme ◽  
Junior Doctors ◽  
Training Methods ◽  
Effectiveness Of Training ◽  
The Impact

Abstract Aims Quality improvement (QI) training in Junior Doctors (JDs) is essential for providing High Quality Care for patients and facilitating organisational success. The aim of this study was to systematically review the evidence on QI training in JDs and determine the impact and effectiveness of training methods. Methods A systematic review was conducted as per PRISMA guidelines. Searches were carried out using MEDLINE, EMBASE and HMIC for English-Language articles between January 2005 to December 2019. Selected articles underwent critical appraisal using the CASP criteria by two independent reviewers. A qualitative and thematic analysis was conducted. Results 43 studies were identified in a range of medical and surgical specialities. Common QI methodology included theoretical and project-based curricula with content focussing on PDSA cycles, root causes analyses and project development. Majority of studies reported improved knowledge, leadership skills and satisfaction. Mentorship and coaching were highly valued, but few studies adhered to this practice. Few studies demonstrated increased QI engagement. Key themes identified (i) Effectiveness of QI training (ii) Barriers to engagement (iii) Organizational culture of fostering QI. Conclusion There is growing mandate for training JDs in QI practices to enhance patient care. QI curricula targeting JDs have demonstrated improved knowledge and leadership skills. Nonetheless, significant barriers in QI engagement endure. Additional research is required to combat disengagement and assess sustainability of QI interventions in JDs. We further aim to introduce a pilot QI training programme for surgical JDs to enhance leadership skills.

Investigating antecedents of transformational leadership in students

2019 ◽  
Vol 12 (1) ◽  
pp. 80-94 ◽  
Author(s):  
Kerri Anne Crowne
Keyword(s):  
Transformational Leadership ◽  
Leadership Skills ◽  
Hierarchical Regression ◽  
Cross Sectional ◽  
Content Type ◽  
Business Educators ◽  
The Impact ◽  
The Relationship ◽  
Us University ◽  
Practical Implications

Purpose This study investigates the relationships among cultural intelligence (CQ), personality and transformational leadership in a student population. The purpose of this paper is to examine the impact of CQ on transformational leadership to see if a relationship exists beyond personality. Design/methodology/approach Hypotheses are presented and tested on a sample of 465 undergraduate and graduate students who attended a large northeastern US university. Hierarchical regression was used to conduct the analysis, and multiple models were generated to test the relationships posited. Findings The data showed that CQ affected transformational leadership; however, when examining the subcomponents of CQ, only behavioral CQ had an impact on transformational leadership beyond personality. Research limitations/implications The surveys were self-reported and cross-sectional, so causality could not be determined. Furthermore, the sample, while diverse, was composed of students. However, scholars will find value in this research because it expands the understanding of CQ. Practical implications The findings of this research indicate that behavioral CQ impacts transformational-leadership skills. Thus, business educators should consider how to build skills associated with behavioral CQ in students because of the importance of global transformational-leadership skills in the workplace. Originality/value This research will impact the literature streams of CQ and transformational leadership because it is the first to examine the relationship between the two while controlling for personality.

Feminine? Masculine? Androgynous leadership as a necessity in COVID-19

2020 ◽  
Vol 35 (7/8) ◽  
pp. 607-617
Author(s):  
Stacy Blake-Beard ◽  
Mary Shapiro ◽  
Cynthia Ingols
Keyword(s):  
Leadership Style ◽  
Health Care Systems ◽  
Leadership Skills ◽  
Leadership Traits ◽  
Political Leaders ◽  
Content Type ◽  
Care Systems ◽  
The Impact ◽  
The Relationship ◽  
Practical Implications

Purpose The purpose of this paper is to explore the relationship between leaders’ expressed traits and their impact on their country’s COVID-19 outcomes. Some leaders are over relying on masculine traits and dismissing feminine traits. An alternative – androgynous leadership – supports leaders in drawing from the full portfolio of behaviors. Design/methodology/approach This paper has a theoretical approach using an extensive review of the literature. Findings Leaders can take a number of actions to fully embrace androgynous leadership. These actions include building a diverse “tempered” team, communicating with respect, recognizing the impact of framing and moving from autopilot to realizing their best androgynous self. Research limitations/implications Research limitations include a critique of Bem’s framework as outdated and dichotomous; a categorization of feminine, masculine and neutral behaviors that is determined by the authors; and a focus on leadership style that does not take other dimensions, such as health-care systems, into account. Practical implications The authors propose that an “androgynous” leadership style has been used effectively by some political leaders around the globe in the COVID-19 crisis. The COVID-19 context has provided a laboratory for developing and building competence as androgynous leaders. Social implications The mental capacity to look at a situation, pause and explicitly select effective behavior is necessary, but oftentimes, it is not put into practice. By not drawing from a larger portfolio of androgynous behaviors, the opportunity for leaders to their best work is missed. Originality/value There is an acknowledgement of the benefits of the combination of masculine and feminine leadership traits. There are also clear recommendations supporting leaders in developing their androgynous leadership skills.

scholarly journals Students Intention towards Entrepreneurship as a Career among Final Year Engineering Students in Puducherry

2021 ◽  
Vol 8 (3) ◽  
pp. 66-73
Author(s):  
Adil Ellikkal ◽  
S Rajamohan
Keyword(s):  
Family Environment ◽  
Engineering Students ◽  
Business Students ◽  
Entrepreneurial Intention ◽  
Chi Square ◽  
New Business ◽  
The Impact ◽  
The Relationship ◽  
Entrepreneurial Factors ◽  
Structured Questionnaire

Purpose: The purpose of this paper is to study the intention of students towards entrepreneurship as a career choice. This paper aims to determine the impact of various factors on entrepreneurial intention among final year engineering students.Design / Methodology / Approach: A structured questionnaire was administered to 120 final year engineering students in Pondicherry. The data is obtained analyzed using a logistic regression model. The relationship between the significant factors was also examined using the chi-square test.Findings: The authors find from the estimation of this paper shows that different entrepreneurial factors like family, environment and curriculum are not creating any impact on student’s entrepreneurial intention. Thus our education system needs to provide better habitat for creating new entrepreneurs.Originality / Value: This paper presents an interesting viewpoint on the intention of students towards starting a new business. Students were not getting proper entrepreneurial education in colleges and universities. All the data collected was original.

scholarly journals Entrepreneurial Intention of Engineering Students: The Role of Social Norms and Entrepreneurial Self-Efficacy

2019 ◽  
Vol 11 (16) ◽  
pp. 4314 ◽  
Author(s):  
Grigorios Asimakopoulos ◽  
Virginia Hernández ◽  
Javier Peña Miguel
Keyword(s):  
Social Norms ◽  
Self Efficacy ◽  
Engineering Students ◽  
Empirical Support ◽  
Entrepreneurial Intention ◽  
Entrepreneurial Activity ◽  
Entrepreneurial Education ◽  
The Impact ◽  
The Relationship

This paper examines the impact of entrepreneurial education on intention to undertake entrepreneurial activity in the future. The study is based on a sample of 208 engineering students. Specifically, we explore the contingent effect of social norms on the relationship between entrepreneurial education and intention to undertake entrepreneurial activity, as well as the role of social norms on the association between entrepreneurial self-efficacy and entrepreneurial intention. We utilize a comprehensive questionnaire distributed among engineering students. Our findings indicate that entrepreneurial education is positively associated with the intention to undertake entrepreneurial activity, in addition to demonstrating a positive moderation effect role of social norms on the relationship between entrepreneurial self-efficacy and entrepreneurial intention. The study provides empirical support to devise new educational initiatives that can further support students and young entrepreneurs in their current or future entrepreneurial projects

scholarly journals Exploring the Conflict Between an Engineering Identity and Leadership

2018 ◽  
Author(s):  
William J. Schell
Keyword(s):  
Undergraduate Students ◽  
Engineering Students ◽  
Leadership Skills ◽  
Data Sets ◽  
Leadership Programs ◽  
Leadership Positions ◽  
Leadership Identity ◽  
Potential Conflict ◽  
The Relationship ◽  
Engineering Identity

Through the efforts of government and industry, there is growing recognition among academics of the importance of developing leadership skills in engineering students. Despite this recognition and the increasing level of resource put into engineering leadership programs throughout North America, there is currently little work that illustrates how leadership fits into the broader picture of the heterogeneous nature of engineering work. This work seeks to begin closing that gap by investigating the relationship between models of engineering identity and leadership identity. The investigation is done using quantitative techniques to draw conclusions from two data sets taken from national surveys of undergraduate students in the U.S.. Initial results indicate that while engineering students are engaged in leadership positions more frequently than their peers inother fields (other STEM and non-STEM) they see less of a connection between these roles and their future careers than other students, indicating a potential conflict between an engineering identity and a leadership identity.

scholarly journals Blended Learning in an Upper Year Engineering Course: The Relationship between Students’ Program Year, Interactions with Online Material, and Academic Performance

2020 ◽  
Vol 11 (3) ◽  
Author(s):  
Ellen Watson ◽  
Luis F. Marin ◽  
Lisa N. White ◽  
Renato Macciotta ◽  
Lianne M. Lefsrud
Keyword(s):  
Academic Performance ◽  
Blended Learning ◽  
Engineering Students ◽  
Safety Management ◽  
Instructional Materials ◽  
Class Discussion ◽  
Material Research ◽  
And Performance ◽  
The Impact ◽  
The Relationship

At a comprehensive, public university in Western Canada, a fourth-year course in risk and safety management was recently made a requirement for all engineering students; depending on their program, students may take this course in their second, third, fourth, or fifth year of their program. As a result of increasing class sizes, this course was shifted from traditional to blended instruction. Since blending and opening this course to students with varying years of undergraduate engineering experience, instructors noted a difference in students’ maturity (e.g., a change in quantity and quality of in-class discussion, questions, participation, student-teacher interactions, and problem solving capabilities) and questioned whether this impacted their interactions with online material. Research examining the impact of blended learning in Engineering has primarily focused on large first-year undergraduate courses; research about blended learning in upper-year engineering courses is sparse. Studies investigating courses with students of varying years of experience in the program are virtually non-existent. Therefore, to better understand students’ interactions with online material during blended learning as connected to years in their program, we examined the relationship between levels of interaction and performance of students by year in program. This study analyzed approximately 2000 students’ interactions with online material and performance across five sections of a risk-management course in engineering. We found that students who had completed more years of their program interacted less with online material than students earlier in their undergraduate careers. Academic performance, on the other hand, was higher for students who had interacted more with online material and slightly higher for students who had completed more years in their program. These results suggest that the delivery of instructional materials may need to be tailored to students’ year in their program. Further implications and areas of future study are discussed. 

scholarly journals PEDAGOGICAL CONDITIONS OF FORMATION OF LEADERSHIP QUALITIES AT STUDENTS OF ECONOMIC UNIVERSITIES

2018 ◽  
pp. 90-95
Author(s):  
V. KARMANENKO
Keyword(s):  
Leadership Development ◽  
Leadership Skills ◽  
Individual Development ◽  
Professional Activity ◽  
Leadership Qualities ◽  
Self Development ◽  
Personal Leadership ◽  
The Creation ◽  
The Individual ◽  
Training Exercises

The article analyzes the interpretation of the terms "conditions" and "pedagogical conditions". The significance and conceptual provisions of pedagogical conditions for the formation of leadership qualities in students of economic universities are determined.A system of pedagogical conditions for the formation of leadership qualities among students of economic universities is singled out. The first pedagogical condition for the formation of leadership qualities among students of economic universities is the creation of an open educational environment for an economic university, which allows building an individual educational trajectory for each student and taking into account the specifics of the professional activity of a future specialist. The second pedagogical condition for the formation of leadership qualities among students of economic universities is the creation of a developing personality-oriented environment in the educational and extra-curricular interaction of students. Its technological arsenal includes methods and techniques that meet such requirements as: dialogicity; activity-creative character; orientation in support of individual development of the individual; providing the student with the necessary space, freedom to make independent decisions, creativity, choice of content and ways of doing things.The emphasis is on the development of a leadership paradigm through the organization of training work. The third pedagogical condition for the formation of leadership skills among students of economic universities is the introduction of a leadership paradigm through the organization of interactive forms of work (trainings) at the School of the Leader. It is described that the program of modular discipline "Fundamentals of Leadership" has been developed. "Personal and professional efficiency. A series of trainings on leadership development for students of economic  universities "contains interactive group and individual tasks for obtaining, developing and improving personal leadership qualities. The purpose, tasks and principles of the implementation of a complex of trainings on the development of leadership qualities in the students of economic universities have been determined. Trainings on development of leadership qualities at students of economic universities "Personal and professional efficiency" are distributed by modules. The content, types and direction of training exercises of each module are described.It is emphasized that taking these principles into account allows each student to feel unique personality, to acquire the necessary leadership skills that will help him in communicating, co-operating, and self-development.

Learning while leading: a realist evaluation of an academic leadership programme

BMJ Leader ◽  
2021 ◽  
pp. leader-2021-000508
Author(s):  
Shelly-Anne Li ◽  
Ruth Chen ◽  
X Catherine Tong ◽  
Anne K Wong ◽  
Teresa M Chan
Keyword(s):  
Leadership Development ◽  
Leadership Skills ◽  
Realist Evaluation ◽  
Development Programme ◽  
Academic Leadership ◽  
Leadership Role ◽  
Work Settings ◽  
Evaluation Approach ◽  
Personal Leadership ◽  
The Impact

IntroductionMany academic health centres and universities have implemented leadership development programmes; however, their potential impact in different contexts in healthcare remains unknown. We assessed the impact of an academic leadership development programme on the self-reported leadership activities of faculty leaders in their respective work contexts.MethodsTen faculty leaders who participated in a 10-month leadership development programme between 2017 and 2020 were interviewed. The realist evaluation approach was used to guide deductive content analysis, allowing concepts related to what works for whom, why and when to emerge from the data.ResultsFaculty leaders benefited in different ways depending on the organisational context (eg, culture) in which they reside and their individual contexts (eg, personal aspirations as a leader). Faculty leaders who have minimal mentorship in their leadership role gained an increased sense of community and belongingness with peer leaders and received validation in their personal leadership approach from the programme. Faculty leaders with accessible mentors were more likely than their peers to apply the knowledge they learnt to their work settings. Prolonged engagement among faculty leaders in the 10-month programme fostered continuity of learning and peer support that extended beyond programme completion.ConclusionsThis academic leadership programme included participation of faculty leaders in different contexts, resulted in varying impacts on participants’ learning outcomes, leader self-efficacy and application of acquired knowledge. Faculty administrators should look for programmes with a multitude of learning interfaces to extract knowledge, hone leadership skills and build networks.

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