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首页> 外文学位 >Leadership development of students engaged in experiential learning: Implications for internship programs in textiles and apparel.
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Leadership development of students engaged in experiential learning: Implications for internship programs in textiles and apparel.

机译：从事体验式学习的学生的领导力发展：对纺织品和服装实习计划的影响。

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摘要

The purposes of this research were to determine if learning preferences are important to the leadership development process and to investigate whether leadership development can occur in a pre-internship course. Specifically, two research hypotheses were formulated: (1) students who report andragogical learning preferences will have greater positive changes in leadership development scores; and (2) students engaged in the leadership development treatment will have greater positive changes in leadership development scores than those students who were not a part of the leadership development treatment.; During Fall Semester 2000, a study of leadership development was conducted in connection with a seminar at North Carolina A&T State University (A&T) and The University of North Carolina Greensboro (UNCG). The subjects (n = 39) for the study were female, junior and senior students. Roughly a third of the students were randomly selected as leaders in teams of three to complete a project. The leaders were given support in the form of extra contact with the researcher.; Three instruments were used to collect pretest and post test data for this longitudinal study. The Student Leadership Practices Inventory (SLPI) was used to collect data on students' leadership as assessed by self reports and by observer reports. The Student Orientation Questionnaire was used as a self assessment of the students' andragogical-pedagogical orientation (learning style preferences), and the Marlowe-Crowne Social Desirability Index was used to determine whether the students tended to respond in a socially desirable way. The difference between the leadership scores for the post test and the pretest formed the “difference scores” that were used to determine whether andragogical learning preferences enhanced leadership development and whether being a leader contributed to leadership development.; The seminar was conducted at two schools. At A&T all five subscales for both observer rated and self rated leadership development were greater for andragogical learners than for non andragogical learners. One such difference was significant. At UNCG only four of the ten possible differences were positive.; At A&T 60% of the 20 comparisons of leadership development of leaders with non-leaders were positive while 70% of these comparisons were positive at UNCG. Only three results were significant.; Overall there is evidence to support the research hypotheses in this sample, but not enough evidence to infer that the research hypotheses are true in the target population.
机译：这项研究的目的是确定学习偏好是否对领导力发展过程很重要，并调查在实习前课程中是否可以进行领导力发展。具体来说，提出了两个研究假设：（1）报告了严格的学习偏好的学生在领导力发展得分上将有更大的积极变化; （2）与不参加领导力发展治疗的学生相比，从事领导力发展治疗的学生的领导力发展得分会有更大的积极变化；在2000年秋季学期，在北卡罗莱纳州A＆T州立大学（A＆T）和北卡罗来纳州格林斯伯勒大学（UNCG）举行的研讨会上对领导力发展进行了研究。该研究的受试者（n = 39）为女性，初中和高年级学生。大约有三分之一的学生被随机选为三人一组的领导者，以完成一个项目。通过与研究人员的额外联系，向领导人提供了支持。使用三种仪器来收集此项纵向研究的测试前和测试后数据。学生领导实践清单（SLPI）用于收集通过自我报告和观察员报告评估的学生领导力数据。学生定向调查表被用作对学生的人类学，教学法定向（学习风格偏好）的自我评估，而马洛·克劳恩社会可取性指数被用来确定学生是否倾向于以社会上满意的方式做出回应。后测和预测的领导力得分之间的差异形成了“差异分数”，该差异值用于确定男生学习偏好是否促进了领导力发展以及成为领导者是否有助于领导力发展。研讨会在两所学校举行。在A＆T，对观察者评级和自我评价领导力发展的所有五个子量表对于非学习者而言都比非学习者更大。这样的差异之一是显着的。在联合国儿童基金会，十个可能的差异中只有四个是积极的。在A＆T，领导者与非领导者的领导能力发展的20个比较中，有60％是积极的，而UNCG则是70％。只有三个结果是有意义的。总体而言，在此样本中有证据支持研究假设，但没有足够的证据来推断研究假设在目标人群中是正确的。

著录项

  • 作者

    Walker, Jane Tuckwiller.;

  • 作者单位

    The University of North Carolina at Greensboro.;

  • 授予单位 The University of North Carolina at Greensboro.;
  • 学科 Education Higher.; Education Home Economics.
  • 学位 Ph.D.
  • 年度 2001
  • 页码 187 p.
  • 总页数 187
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 高等教育;
  • 关键词

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