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A framework to enhance the design of reflective leadership development learing interventions
South African Journal of Higher Education Pub Date : 2020-09-01 , DOI: 10.20853/34-4-3536
P. Harry-Nana , A. Bosch

As workplaces grow more complex and multicultural, the need for a reflective leader has been identified as a key skill in the development of leaders. Business schools provide reflective leadership development learning interventions often with little empirical work to inform curriculum development. This study aimed to describe the perceived value of reflective learning in the leadership development of business students and how these insights could inform the design of leadership development interventions. Convenience sampling was employed through the use of social media. Primary data were collected via a questionnaire and follow-up interviews. The data showed that reflective learning did add value to participants during leadership development and that life story or autobiographical reflections were the most popular intervention types. The main findings emphasise the importance of taking prior reflective experiences, readiness and learning preferences of students into account when including reflective learning in leadership development interventions. These findings guided the development of a framework to enhance the design of reflective leadership development learning interventions. Such a framework can be used by higher education educators in the quest to cultivate the skill of reflection in leaders.

中文翻译:

增强反思性领导力发展学习干预措施设计的框架

随着工作场所变得越来越复杂和多元文化,对反思型领导者的需求已被确定为领导者发展的一项关键技能。商学院通常提供很少的经验性工作来提供反思性的领导力发展学习干预措施,以帮助课程开发。这项研究旨在描述反思性学习在商科学生领导力发展中的感知价值,以及这些见解如何为领导力发展干预措施的设计提供参考。便利抽样是通过使用社交媒体进行的。通过问卷调查和后续访谈收集主要数据。数据表明,反思性学习确实在领导力发展过程中为参与者增加了价值,生活故事或自传体反思是最受欢迎的干预类型。主要发现强调了将反思性学习纳入领导力发展干预措施时,必须考虑学生先前的反思性经历,准备和学习偏好的重要性。这些发现指导了框架的发展,以增强反思性领导力发展学习干预措施的设计。高等教育教育工作者可以使用这种框架来寻求培养领导者反思能力的方法。
更新日期:2020-09-01
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