Exploring Leadership Learning in an Undergraduate Kinesiology Course

Abstract

The purpose of this study was to explore and evaluate learning in an undergraduate leadership course in a kinesiology faculty. The research question driving this study was: What do students feel influences learning in this evidence-informed leadership course? We collected and analyzed 12 students’ perspectives on their learning experiences over one semester by conducting focus groups at the end of term. Reflexive thematic analysis was used to interpret and analyze responses. The influences on student learning shared by participants in this research included course design and learning activities, instructor behaviours, peers, project work, and student agency. The course was described as a valuable social learning space. Findings may be applied to improve leadership learning in kinesiology and similar disciplines in higher education.

Una revisión de la investigación empírica sobre liderazgo transformacional en universitarios (2014-2023)

“…En segundo lugar, podemos agrupar las investigaciones por Autoeficacia del liderazgo, Expectativas de la eficacia, Eficacia del líder y Creencias de Autoeficacia (Lisak & Harush, 2021;Perreault et al, 2016;Rosch, 2015;Salanova et al, 2022). Un tercer grupo de publicaciones se agrupan en Percepción de la realización de un curso o programa para fomentar el LT, Percepción del aprendizaje de un curso y Evaluación de la efectividad de un programa fundamentada en LT (Ghorbani et al, 2022;Konuk & Posner, 2021;Laidlaw & Din, 2020;Pascal et al, 2017). Una cuarta clasificación encontramos a los estudios de diferencia de género (Diaz, 2020;Lamm et al, 2021).…”