How can universities cultivate leaders of character? Insights from a leadership and character development program at the University of Oxford

Brooks, Edward; Brant, Jonathan; Lamb, Michael

doi:10.1007/s40889-019-00075-x

Cited by 34 publications

(20 citation statements)

References 22 publications

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“…The result of this research reinforced that the use of adult as role models is an effective way for student character development, for example, professionals or parents (Berkowitz & Bier, 2004;Park, 2004). In addition, the research finding also supported other research that an activity to integrate character to learning programs in university can be succeed in developing students moral (Brooks et. al., 2019).…”

Section: Twenty Eight Timessupporting

confidence: 78%

Applying Participatory Observation in Islamic Education to Improve Students’ Character

et al. 2020

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This study aims to describe the effectiveness of the Participatory Observation learning model and students’ responses to the learning model used in PAI (Pendidikan Agama Islam/Islamic Education). It used qualitative and quantitative methods with a pre-test and post-test nonrandomized group pre-experiment design. The 125 participants who were taken from three public universities, were asked to fill out questionnaires and written interviews. The data were analysed using paired t-test and qualitative descriptive analysis. The results showed that first experiment got a t-score of 6,798 with a significance of 0,000; t-table score at 51 degrees of freedom and a significant degree of 0.05 in the form of 2.032. Second experiment obtained a t-score of 5.991 with a significance of 0.000; the t-table score at 54 degrees of freedom and 0.05 degrees of significance was 2.046. Third experiment achieved a t-score of 6.424 with a significance of 0.000; the t-table score at 20 degrees of freedom and 0.05 degrees of significance was 2.054. When compared, t-score> t-table or significance score <0.05, which means that the mean score between pre-test and post-test is significantly different. This means that the Participatory Observation learning model can improve students' religious and social character in learning PAI. This result is in line with the respondents' recognition that they have experienced changes in their character in a positive direction. Students stated that the Participatory Observation learning model was fun and very useful, so that it could be used in PAI learning to improve students’ character.

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Section: Twenty Eight Timessupporting

confidence: 78%

Applying Participatory Observation in Islamic Education to Improve Students’ Character

et al. 2020

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“…We believe this is an important question that has significant implications for management education institutions. Colleges and universities play a critical role in helping students learn function effectively in societies through personal growth and development-of which building character has traditionally been an important part (e.g., Brooks et al, 2019;Carr, 2017). The development of character in students is a compelling means to help them build an integrated self that can serve to guide their decisions and subsequent actions, and it mitigates the myriad challenges students will face as they go on to serve organizations and communities.…”

Section: Introductionmentioning

confidence: 99%

The Effects of Character on the Perceived Stressfulness of Life Events and Subjective Well-Being of Undergraduate Business Students

Seijts

Monzani

Woodley

et al. 2021

Journal of Management Education

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Stress and the associated correlates, such as depression, alcohol abuse, and suicidal ideation, are a global issue among college and university students. We assert that character is a personal resource that students have at their disposal to address personal, social, and environmental challenges they may encounter in their personal and academic lives. The results of a field study involving undergraduate business students show that character, operationalized as a higher order construct consisting of 11 interrelated dimensions, has a direct effect on the subjective well-being of students and an indirect effect through the perceived stressfulness of life events. Our results imply that it is essential for faculty and students at management education institutions to fully appreciate the importance of character for effective functioning and to develop the various character dimensions to address adverse personal, social, and environmental situations in a positive fashion.

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“…Clearly, some special considerations are necessary at the university level. Extra care should be taken to ensure that virtues are taught in a way that embraces the diversity of students' backgrounds and professional paths (Brooks et al, 2019) and respects the moral autonomy of mature learners-especially those outside of a professional track that indisputably warrants character training (see Carr, 2017, for discussion) such as nursing and teaching (The Jubilee Centre for Character and Virtues, 2016). Character education should also rely more heavily on students seeking virtue for themselves, as well as students' critical thinking skills, including how they choose to employ their virtue knowledge in their own lives (see The Jubilee Centre for Character and Virtues, 2020, for discussion).…”

Section: Discussionmentioning

confidence: 99%

Teaching virtue virtually: Can the virtue of tolerance of diversity of conscience be taught online?

Fossen

Burns

Lickona

et al. 2021

Journal of Moral Education

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This research, conducted at a midsize university, focused on the virtue of tolerance as it relates to an often-neglected area of diversity-diversity of conscience-defined as 'legitimate differences of moral and religious conscience'. Tolerance is essential for fostering civility in our increasingly diverse societies and for promoting the free exchange of perspectives central to the mission of higher education. A short whiteboard animation video was created in an effort to teach the concept of tolerance of diversity of conscience in an engaging way. This video was embedded in an online workshop that also presented the cardinal virtues as accountability parameters for civil dialogue. The results from pre-and post-workshop questionnaires revealed that students increased in self-reported understanding of the concepts, and were able to apply knowledge of the concepts, thus providing support that this modality may be a useful first step in teaching tolerance of diversity of conscience.

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How can universities cultivate leaders of character? Insights from a leadership and character development program at the University of Oxford

Cited by 34 publications

References 22 publications

Applying Participatory Observation in Islamic Education to Improve Students’ Character

Applying Participatory Observation in Islamic Education to Improve Students’ Character

The Effects of Character on the Perceived Stressfulness of Life Events and Subjective Well-Being of Undergraduate Business Students

Teaching virtue virtually: Can the virtue of tolerance of diversity of conscience be taught online?

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