Using Leadership Competencies as a Framework for Career Readiness

Howard, Anita; Healy, Suzanne L.; Boyatzis, Richard E.

doi:10.1002/yd.20271

Cited by 7 publications

(3 citation statements)

References 30 publications

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“…Our findings add to the limited evidence available documenting that MOOCs can help remote learners develop leadership practices [37][38][39][40][41], including within the context of climate change [16]. The study also adds further support for collaborative and practice-based educational opportunities, showing that students as partners pedagogies, when deployed to co-create MOOCs, can contribute to these positive outcomes [17,[43][44][45].…”

Section: Discussionsupporting

confidence: 58%

“…Although critiques of MOOCs suggest that they have been oversold and have not lived up to their potential [34] due to low completion (typically <10%) [35] and high attrition rates [36], several studies suggest that these courses can develop leaders, including in environmental sustainability contexts. In particular, MOOCs specifically designed to develop leaders have shown success [37][38][39][40]. Car et al [37], for example, conducted a systematic review of studies exploring eLearning platforms and their ability to build capacity for leadership in healthcare settings.…”

Section: Moocs and (Sustainability) Leadership Outcomesmentioning

confidence: 99%

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Can Co-Creating and Participating in a Massive Open Online Course (MOOC) Develop Climate Change Leaders?

2023

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There is an urgent need to develop climate leaders who can inspire and support mitigation and adaptation actions. This exploratory study assessed the experiences of two student populations: (1) remote learners who participated in, and (2) student co-creators who co-designed, the Massive Open Online Course (MOOC) Act on Climate: Steps to Individual, Community and Political Action (AoC). It examines the extent to which participation and involvement in the course facilitated the development of climate leadership practices of both populations. MOOC remote learners’ answers to discussion prompts (2099 responses from 705 learners) and student co-creators’ interview responses (n = 10, r = 83%) were qualitatively analyzed, informed by Kouzes and Posner’s (2018) five key practices of effective leaders. Findings suggest that remote learners and student co-creators engaged in these key leadership practices to varying degrees. For example, both groups “modeled the way” by taking climate change action consistent with their values and “inspired a shared vision” by conveying desired futures for the planet. Both remote learners and student co-creators attributed these practices to a range of features embedded in the MOOC (e.g., being prompted to research and take mitigation and adaptation actions) and the process of co-creation (e.g., having the agency to creatively and collaboratively produce course content). Given the positive potential for both populations, this paper argues for more research, including experimental studies, to learn how MOOCs and co-creation processes can best be designed to support participants’ climate leadership development.

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Section: Discussionsupporting

confidence: 58%

Section: Moocs and (Sustainability) Leadership Outcomesmentioning

confidence: 99%

Can Co-Creating and Participating in a Massive Open Online Course (MOOC) Develop Climate Change Leaders?

2023

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“…Strictly from a professional point of view, ECD offers a more adjusted framework for preparation for professional life, based on those behaviors that will have to be satisfied in working environments (Howard et al, 2017). Incorporating, processing, and developing responses that incorporate the emotional dimension translates into more efficient future professionals, as well as healthy people (Molero et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

Development of Emotional Competences in Higher Education

Montalvo-García

Martí-Ripoll

Gallifa

2022

educar

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Research on emotional competence development (ECD) in university students is scarce and shows mixed results. This research establishes what is possible to expect from an optional self-leadership program (SLP) consisting of eight workshops of three hours each, and with a student-centered and experiential approach. The research method was a mixed DEXPLIS design (n=126), which is quasi-experimental ex-post-facto for the first quantitative phase, with experimental and control groups where the CDE A35 self-informed instrument of Bisquerra and Pérez-Escoda was administered, and with participation in qualitative interviews in the second phase. The results indicate global progress in ECD, more evident in intrapersonal emotional competence (EC), although the SLP has not been effective in interpersonal EC. The students perceive their ECD as being very important. In the European Higher Education Area (EHEA), ECD is part of the acquisition of generic or transversal competences, which contribute to more effective and integral training, as well as to a better preparation for the world of work.

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The Quality and Quantity of Participation in Peer Leader Experiences and Student Outcomes: A Cross-National Validation of Constructs and Predictive Model

Young,

Zeng,

Skalicky

et al. 2023

Res High Educ

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Using Leadership Competencies as a Framework for Career Readiness

Abstract: This chapter provides an overview of how a leadership competency approach grounded in emotional and social intelligence can help educators promote career readiness for students. Strategies and approaches for building leadership competencies will be reviewed.

Cited by 7 publications

References 30 publications

Can Co-Creating and Participating in a Massive Open Online Course (MOOC) Develop Climate Change Leaders?

Can Co-Creating and Participating in a Massive Open Online Course (MOOC) Develop Climate Change Leaders?

Development of Emotional Competences in Higher Education

The Quality and Quantity of Participation in Peer Leader Experiences and Student Outcomes: A Cross-National Validation of Constructs and Predictive Model

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