Developing Critical Thinking Through Leadership Education

Jenkins, Daniel; Andenoro, Anthony C.

doi:10.1002/he.20189

Cited by 11 publications

(5 citation statements)

References 20 publications

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“…These are some of the suitable conditions for distance students to succeed, as reiterated by experts such as Gil-Jaurena (2014), Simpson (2018) and Ampofo and Somuah (2020). However, other researchers who investigated how groups of students used critical thinking during face-to-face sessions found that participants experienced lower levels due to lack of exposure to activities that develop critical thinking (Sutrisno et al, 2018;Moeti et al, 2016;Jenkins and Andenoro, 2016). In line with the above discussion, the study hypothesised that:…”

Section: Critical Thinking and Collaborative Learningmentioning

confidence: 77%

Investigating the interconnectedness among elements of face-to-face tutorials in distance education

Somuah

Segbenya

Arhin

et al. 2022

IJEM

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PurposeFace-to-face tutorial sessions remain an integral part of the delivery mode of distance education in Ghana. It is sometimes used as the sole mode of delivery of educational content in some distance education institutions. This study, therefore, investigated the interconnectedness of elements of face-to-face tutorials among distance education students.Design/methodology/approachThe study adopted the positivist approach and used descriptive research as a design. Simple random and stratified sampling techniques were used, and a sample of 1,491 students was drawn from a population of 44,001 across all regions of Ghana. Data were collected with a self-administered questionnaire and analysed with descriptive and inferential statistics.FindingsThe study found that collaborative learning, counselling, self-directed learning, motivation and critical thinking had strong interrelationships as elements of face-to-face tutorials.Research limitations/implicationsThis quantitative study was limited to the views of students on the elements of face-to-face tutorials. It was envisaged, however, that the views of the tutors and administrators who conducted the face-to-face tutorials could have enriched the findings of the study. In addition, adopting a mixed design approach where both qualitative and quantitative data were collected from the participants could have given an in-depth and enriched perspective of the current study.Practical implicationsManagement of distance education institutions need to focus on these important elements and their inter-relationships as they might lead to improved academic and social progress among students. In addition, institutions must also organise orientations and seminars for course facilitators and new students on the need to develop commitments towards the elements of face-to-face tutorials as requirement so as to succeed on their course of study.Originality/valueThis is a novel approach that will help improve the understanding of students on the importance of the activities they engage in during face-to-face tutorials. It would also help managers of institutions using face-to-face tutorials to focus on these important elements that might lead to improved academic work among students.

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Section: Critical Thinking and Collaborative Learningmentioning

confidence: 77%

Investigating the interconnectedness among elements of face-to-face tutorials in distance education

Somuah

Segbenya

Arhin

et al. 2022

IJEM

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“…Evans (2014, p. 47) argues that effective leadership is dependent upon knowing how research is perceived and effected. The role of leadership educators is seen as crucial in the development of critical thinking skills of students (Jenkins & Andenoro, 2016;Khilji, 2021;Wheeley, Klieve, & Clark, 2022).…”

Section: Discussionmentioning

confidence: 99%

Leadership education: a content analysis of postgraduate leadership education programs for health and human service leaders in Australian universities

Fennell,

Jan Van Dam,

Stephens

et al. 2024

JOLE

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PurposeA systematic investigation of postgraduate leadership programs for health and/or human services offered by Australian higher education institutions was undertaken.Design/methodology/approachQuantitative analysis identified the core characteristics of the programs. A thematic analysis of the course learning outcomes was conducted and six major themes of disciplinary leadership and management knowledge; research and analytical skills; professional practice; communication and collaboration; creativity and innovation; and system knowledge are shared in this study.FindingsThe authors conclude that Australian universities have taken an evidence-based approach to leadership education.Originality/valueMore work might need to be undertaken to ensure leadership theories are incorporated into learning outcomes.

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“…The selection of the most important trends was based on the following criteria (Lighton, 2018;Jenkins & Andenoro, 2016;Bolden et al, 2008):…”

Section: Data Collection Toolmentioning

confidence: 99%

Transition from Educational Leadership to e-Leadership: A Data Analysis Report from TEI of Western Greece

Antonopoulou¹,

Halkiopoulos²,

Barlou³

et al. 2019

IJLTER

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Developing Critical Thinking Through Leadership Education

Abstract: This chapter provides the critical leadership logic model as a tool to help educators develop leadership‐learning opportunities. This proactive logic model includes curricular and co‐curricular educational experiences to ensure critical thinking through leadership education.

Cited by 11 publications

References 20 publications

Investigating the interconnectedness among elements of face-to-face tutorials in distance education

Investigating the interconnectedness among elements of face-to-face tutorials in distance education

Leadership education: a content analysis of postgraduate leadership education programs for health and human service leaders in Australian universities

Transition from Educational Leadership to e-Leadership: A Data Analysis Report from TEI of Western Greece

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