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Author: Andrea Lauren Andrews Publisher: ISBN: Category : Languages : en Pages :
Book Description
ABSTRACT:This study examined the sources of motivation among collegiate leaders, focusing on gender differences. Furthermore, the study sought to understand what the sources of motivation among collegiate leaders were, the differences between male and female collegiate leaders, and the strength of motivation and relationships between race/ethnicity, leadership experience, and leadership courses taken by the student leader. Theoretical framework included Leonard, Beauvais, and Scholl's Self Concept-Based Work Motivation model (1999). The research design was descriptive survey and the population included AAAE's Southern Region College of Agricultural and Life Sciences Land-Grant University Ambassador Teams (... =177). The study found that male collegiate leaders were motivated Instrumentally, indicating that gender can impact whether or not the student is Instrumentally motivated. The majority of ambassador teams were White/non-Hispanic females that were primarily identified with an intrinsic source of motivation. The study also uncovered that over half of the ambassadors actively take part in their College of Agricultural and Life Sciences Leadership courses.
Author: Andrea Lauren Andrews Publisher: ISBN: Category : Languages : en Pages :
Book Description
ABSTRACT:This study examined the sources of motivation among collegiate leaders, focusing on gender differences. Furthermore, the study sought to understand what the sources of motivation among collegiate leaders were, the differences between male and female collegiate leaders, and the strength of motivation and relationships between race/ethnicity, leadership experience, and leadership courses taken by the student leader. Theoretical framework included Leonard, Beauvais, and Scholl's Self Concept-Based Work Motivation model (1999). The research design was descriptive survey and the population included AAAE's Southern Region College of Agricultural and Life Sciences Land-Grant University Ambassador Teams (... =177). The study found that male collegiate leaders were motivated Instrumentally, indicating that gender can impact whether or not the student is Instrumentally motivated. The majority of ambassador teams were White/non-Hispanic females that were primarily identified with an intrinsic source of motivation. The study also uncovered that over half of the ambassadors actively take part in their College of Agricultural and Life Sciences Leadership courses.
Author: Micah David Scanga Publisher: ISBN: Category : Languages : en Pages :
Book Description
Furthermore, the study found that of the five constructs measured under Servant Leadership, altruistic calling and organizational stewardship were the two constructs of servant leadership that had statistically significant differences between leaders and non-leaders. The study found that of the three constructs measured under Self-determination Theory, relatedness was the only construct that was statistically significant with distinguishing leaders versus non-leaders in collegiate agricultural organizations. Furthermore, the study found that of the five constructs measured under Servant Leadership, altruistic calling and organizational stewardship were the two constructs of servant leadership that had statistically significant differences between leaders and non-leaders. These results indicate the greater connection an individual has between members of their organizations the more likely they are to be motivated to take leadership positions. The results also indicate leaders possess higher levels of altruistic calling and organizational stewardship.
Author: Laura Dawn Boren Publisher: ISBN: Category : Languages : en Pages :
Book Description
Higher education institutions are continuously called upon by society to prepare students to be engaged citizens. Leadership is a core component to an individual being an actively engaged citizen. How do college students learn and develop leadership skills? How do college students learn and become civically engaged during their collegiate years? The purpose of this study was to identify campus environmental factors perceived to influence student leadership development and civic engagement that resulted in students0́9 perceived capacity to create positive social change. The study was conducted at a public four-year comprehensive higher education institution regionally located in the south central region of the United States. This qualitative study examined undergraduate students0́9 perceptions of personal leadership, influences on personal leadership development, and experiences with leadership and civic engagement. Following a naturalistic qualitative research method, interviews were conducted with ten undergraduate participants. Hoy and Miskel (2001) higher education organizations social system model and A Social Change Model of Leadership Development by the Higher Education Research Institute (1996) was used as conceptual frameworks for the study. The researcher determined from participant responses that peer and mentor relationships, community identity, personal identity, and democratic experiences were key environmental factors influencing student leadership development and civic engagement. Collegiate relationships with peers and faculty/staff mentors were a primary influential factor to participants0́9 university experiences resulting in their perceived knowledge of leadership and value for civic engagement. Identity as a campus community member and local community member was an environmental factor influencing participants0́9 commitment to civic engagement. Participants who were engaged in their personal cultural heritage articulated a deeper understanding of leadership and had a greater commitment to engaging with ethnically diverse populations. Participants who experienced the tenants of Democratic values in their academic and co-curricular experiences had a deeper sense of empowerment to create positive social change. The conclusions drawn from the researcher0́9s findings indicate the depth to which campus environmental factors influence student leadership development and civic engagement result in the level students0́9 build their leadership knowledge and capacity. The intent of the study was to gain an understanding of a campus environment through the constructed reality of individuals within the environment in order to determine factors that can be enhanced to improve leadership development and civic engagement.
Author: Andrea Lauren Andrews
Author: Andrea Lauren Andrews
Author: Micah David Scanga
Author: Laura Dawn Boren
Author: Nanci Coggin Motsinger
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Author: United States. Office of Experiment Stations
Author: 
Author: U.S. Office of Experiment Stations
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Author: New York State College of Agriculture