rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    non sort: The
    title: intellectual capacity of leadership competencies as perceived by past members of a collegiate sophomore leadership course
  name:
    name part: Williams, Jennifer Renea.
    role:
      role term: creator
  type of resource: text
  genre: bibliography
  origin info:
    place:
      place term: xx
    date issued: 2003
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: print
    form: remote
    extent: x, 63 leaves ; 28 cm.
  abstract: The purpose of this study was to determine how leadership competencies are remembered and utilized following instruction in a structured collegiate leadership course. The population for this study consisted of experienced collegiate leaders who competed an academic leadership course. The purposive sample included seventy-four students who competed the course during a semester within a three year period. For this longitudinal study, the investigator used a web-based survey. A three-part instrument was used. The first section focused on the comprehension and use of leadership competencies presented in the leadership course. These competencies included: Trait Theory, Theory X/Theory Y, Task v Relationship, Blake and Mouton's Managerial Grid, Motivation, Image, Situational Leadership, Delegation, Teams, Tuckman's Team Development Model, Vision, Power, Transactional/ Transformational Leadership, and Consensus. The second section was the Leadership Skills Inventory (LSI). The LSI consisted of twenty-one statements describing various leadership and life skills. These statements corresponded to five internal scales used for analysis: working with others, decision-making, positional leadership, understanding of self, and communication. The final section of the instrument covered demographics that included gender, year the course was taken, number of collegiate activities, number of leadership courses taken, hours spent per week in student activities, and perceived level of involvement. Comparisons were made between the different classes in regards to self-perceived leadership competency knowledge (retained comprehension) as well as self-perceived leader competency use. Results showed statistically significant differences were found among students one, two, and three years after the course and self-perceived knowledge of Task v Relationship and Blake and Mouton's Managerial Grid. Findings also showed that there was no statistically significant difference between self-perceive…
  note: by Jennifer Renea Williams.
  note: "Major subject: Agricultural Education".
  note: Vita.
  note: Also available online.
  note: Issued also on microfiche from Lange Micrographics.
  note: M.S. Texas A&M University 2003
  note: Includes bibliographical references (leaves 49-52).
  subject:
    topic: Major agricultural education
  identifier: https://hdl.handle.net/1969.1/ETD-TAMU-2003-THESIS-W364
  related item:
    location:
      url: https://hdl.handle.net/1969.1/ETD-TAMU-2003-THESIS-W364
  record info:
    record content source: TXA
    record creation date: 031208
    record change date: 20220103114427.0
    record identifier: in00001796027