Suchergebnisse

This study examines the relationship between presidential leadership qualities and trust in government, which is the public's perception of the government. Previous studies on the relationship between the two have approached the topic from different angles, focusing on aspects such as the role of presidential trust and presidential leadership as determinants of trust in government. However, such studies have failed to clarify the object of trust, whether it be a specific individual or institution, in assessments of government as well as influential variables; empirical studies that explore the relationship between presidential leadership and trust in government are also relatively scarce. We measured presidential leadership qualities using leadership skills and traits based on situational qualities leadership theory. According to the analysis results, presidential leadership qualities such as vision, communication skills, the ability to effectively manage government affairs, and political power are associated with trust in government, whereas the quality of integrity was not statistically significant. Moreover, the results showed that vision was regarded as the most important quality.

College student government organizations (SGOs) have the important responsibility for achievement of purposes that serve students and the college community. They are also the student voice in higher education governance. Effective student leadership is vital to the effective fulfillment of these purposes, as is the role of the student government advisor in ensuring the success of student leadership and leadership development. Transformational leadership (Bass, 1985) is seen as a way of reaching higher levels of leadership effectiveness and organizational performance, and it has been advanced for use in SGOs. This study examined the extent to which community college student government advisors who exhibited transformational leadership qualities had an influence on the organizational outcomes of community college student governments. Several research questions were formulated to guide this examination. Surveys which included an instrument to measure the effectiveness of reaching organizational outcomes and the Multifactor Leadership Questionnaire for Research (MLQ 5X) (Bass & Avolio, 1995, 2000) were given to Florida community college student government executive board members and their respective student government advisors. Anticipated findings included increased levels of organizational outcomes in those community college SGOs in which advisors exhibit greater levels of transformational leadership qualities. Analysis of the data yielded advisor and student government member demographics, and a strong level of fulfillment of organizational outcomes. Statistically significant positive correlations were found between student reported transformational leadership qualities of advisors and student ratings of achievement and importance of organizational outcomes. A statistically significant correlation was also found between student ratings of importance of organizational outcomes and student ratings of the achievement of organizational outcomes. This indicates the existence of a relationship between the transformational leadership qualities of Florida community college student government advisors and the perceived importance and achievement of student government organizational outcomes. Secondary results were also given. Results of this study suggest that Florida community college student government advisors who exhibited higher levels of transformational leadership qualities engendered higher levels of organizational outcomes in Florida community college student governments. Implications were discussed for the study findings, and recommendations for future research were made. ; 2005-12-01 ; Ed.D. ; Education, Department of Educational Research, Technology and Leadership ; Doctorate ; This record was generated from author submitted information.

Purpose
This study aims to provide insight into the question of whether graduate students who deliver environmental education workshops/residencies to elementary school children will develop environmental sustainability leadership qualities in themselves: a goal set in the University of Calgary's Institutional Sustainability Strategy.


Design/methodology/approach
Survey research was undertaken in a case study setting. The researchers collected and analyzed data related to environmental leadership qualities, using the theory of planned behavior and an adaptation of the competing values framework. Graduate students participating in the co-curricular program responded to questions about the effect that the activity had on their knowledge, awareness and leadership characteristics.


Findings
Graduate students demonstrated considerable leadership potential in environmental sustainability. The survey results showed that their participation in a community educational program impacted their attitudes and awareness favorably in developing stronger competencies for leadership. In addition, they gained real-world knowledge about environmentally sustainable practices and skills to influence pro-environmental behavior changes in the community.


Originality/value
Through a partnership between a non-profit organization and the university, graduate students in an interdisciplinary sustainable energy development program used their formal education and previous work experience to adapt and deliver engaging and educational environmental content to younger children. This informal co-curricular activity brought together local educational institutions, educational content providers, graduate students, and elementary school children in an effective experiential learning platform to develop leadership characteristics both in the graduate students and elementary school children.

Immer wieder taucht in den Medien und der Managementliteratur die These auf, dass Frauen besondere Fähigkeiten haben, die in Zukunft für Führungstätigkeiten gebraucht werden, nämlich die "soft skills", zu denen unter anderem Beziehungsorientierung und Einfühlungsvermögen gehören. So hoffnungsvoll diese These sein mag, so trügerisch erweist sie sich bei näherer Betrachtung. Denn sie legt Frauen nicht nur auf bestimmte Eigenschaften fest, die ihnen noch nie Zugang zu Machtpositionen verschafft haben, sondern sie verschleiert auch die dem Management immanente Herrschaft, die dafür sorgt, dass Privilegien in Männerbünden gesichert werden. Es wird gezeigt, dass die den "soft skills" zugrundeliegenden Annahmen keineswegs zu einer größeren Zahl von Frauen in Führungspositionen führen, sondern im Gegenteil deren Ausgrenzung in einem besonders frauenfreundlichen Gewand legitimieren.

Intro -- Welcoming Speech by President of The Hong Kong Polytechnic University -- Congratulatory Message by the Chairman of the University Grants Committee of Hong Kong Special Administrative Region -- Opening Address by Financial Secretary of the Government of Hong Kong Special Administrative Region -- Author´s Note -- Development of the Service Economy in Hong Kong: Challenges and Opportunities -- Where There Is No Vision, the People Will Perish -- Preface -- Contents -- Contributors -- Service Leadership Qualities in University Students Through the Lens of Student Well-Being -- Introduction -- Leadership and Wellness -- Service Leadership and Student Well-Being -- Effective Service Leadership Qualities -- Intrapersonal Competencies -- Interpersonal Competencies -- Moral Character -- Caring Disposition -- Self-Leadership and Continuous Self-Improvement -- Self-Reflection -- Conclusion -- Appendix 1 Qualities of Effective Service Leadership and Attributes of Student Well-Being Based on Different Models on Student... -- References -- The Role of Service Leadership in the University´s GE Curriculum: The HKBU Experience -- Introduction -- Key Leadership Theories and College Student Leadership Development -- What Is Leadership? -- Service Leadership Development at Hong Kong Baptist University -- Conclusion -- References -- Service Leadership in an Uncertain Era -- Introduction -- SLIGE Course Structure -- Definition -- Form -- SLIGE Course Content -- Theoretical Background -- Leaders in Different Spheres -- Synthesis -- Assessment -- SLI Module in the NGO Internship Program -- Concluding Comments -- Appendices -- Appendix I: Excerpts from Annex A of the MOU -- Project Objectives -- Project Plan -- Assessment and Evaluation Plan -- Appendix II: Instructors in SLIGE Course -- Appendix III: Syllabus for SLIGE Course -- Description -- Objectives.