answer the questions using the attached articles as MAIN references
make sure to use ONLY the attached articles for reference
200 words
vkatsioloudes@wcupa.edu DOI: 10.12806/V18/I4/R5 OCTOBER 2019 RESEARCH50
INVESTING IN CRITICAL LEADERSHIP DEVELOPMENT WITH
UNDERGRADUATE STUDENTS:
A qualitative examination of a semester-long internship
OCTOBER 2019
RESEARCH MANUSCRIPT
Vicky Katsioloudes
West Chester University
Nicole Cannonier
Savannah State University
Abstract
The study explored the experiences of undergraduate students during a semester-long, leadership development
internship course offered at a large research university in the southern United States. The researchers employed
qualitative content analysis to examine sixty-five student internship portfolios and identify the leadership
capabilities that students applied and/or developed as part of the internship. Students identified self-awareness,
growth, project planning, team management, and adversity management as the main leadership capabilities
used during their internship experience. Results also indicated that students expanded their concept of
leadership and built leadership self-efficacy. The study provides preliminary support for including a leadership
internship within the curriculum to support student leadership development.
Introduction
Leadership development “has grown into a strategy
that is utilized globally by organizations of all
types” (Hannum, Martineau & Reinelt, 2007, p.
xiii), and the demand for leadership development
programs will likely continue to grow (Riggio, 2008).
In higher education settings, leadership education
and leadership development programs have been
increasingly popular. Universities offer a variety of
learning opportunities, from extracurricular activities
to academic courses, and in some cases four-year
academic leadership studies programs (Brungardt,
1997; Dugan & Komives, 2007; Eich, 2008; Polk, 2014;
Schwartz, Axtman, & Freeman, 1998).
Beyond formal training in leadership, such as
structured classroom-based courses, studies have
recognized the importance of developmental
experiences that incorporate elements of challenge
and practical experience in enhancing one’s leadership
potential (Brungardt, 1997; Van Velsor, McCauley
& Ruderman, 2010). Leadership development is a
continuous learning process that can be fostered
through developmental experiences, which can
span from formal to informal learning activities, and
promote one’s leadership capacity (Avolio, 2005;
Brungardt, 1997; Guthrie & Jenkins, 2018; Van Velsor
et al., 2010). Leadership development programs are
moving away from the classroom to include practices
like mentoring and action learning and primarily focus
“…on building and using interpersonal competencies”
(Day, 2001, p. 585).
This study examined a semester-long leadership
internship that provided developmental leadership
experiences to undergraduate students. Specifically,
the study addressed the following research question:
Journal of Leadership Education DOI: 10.12806/V18/I4/R5 OCTOBER 2019 RESEARCH51
Wha
Week 5 QUESTION 1- MINIMUM OF 150 WORDS NO MORE THAN 300 WORDS AND MAKE SURE TO REFERENCE A PEER REVIEWED ARTICLE-
What considerations must be given to the selection of a qualitative methodology for a research study? Based on what you know now, which of these considerations do you believe are the most important? Why?
WEEK 5 QUESTION 2- MINIMUM OF 150 WORDS NO MORE THAN 300 WORDS AND MAKE SURE TO REFERENCE A PEER REVIEWED ARTICLE-
In week 4, you read a quantitative research article by Barnett (2017), and this week you have read a qualitative research article by Katsioloudes and Cannonier (2019). Compare and contrast the major differences between the two methodologies. Discuss the strengths and weaknesses of qualitative research. In finding articles for your dissertation, does your field tend to conduct more quantitative or qualitative research? Why is it important to have more than one kind of methodology available to conduct research?
ANSWER THIS QUESTION 150 WORDS
use attached article for source to provide cited reference
Step-by-step guide to critiquing
research. Part 2: quaiitative researcii
Frances Ryan, Michael Coughlan, Patricia Cronin
Al>stract
As with a quantitative study, critical analysis of a qualitative study
involves an in-depth review of how each step of the research was
undertaken. Qualitative and quantitative studies are, however,
fundamentally different approaches to research and therefore
need to be considered differently with regard to critiquing. The
different philosophical underpinnings of the various qualitative
research methods generate discrete ways of reasoning and distinct
terminology; however, there are also many similarities within these
methods. Because of this and its subjective nature, qualitative research
it is often regarded as more difficult to critique. Nevertheless, an
evidenced-based profession such as nursing cannot accept research at
face value, and nurses need to be able to determine the strengths and
limitations of qualitative as well as quantitative research studies when
reviewing the available literature on a topic.
Key words: Critical appraisal • Qualitative research
and quantitative studies are flnidanientally
(difFercnc approaches to research and therefore
need to be approached differently with regard to
g. Qualitative research is essentially an
assortment of various approaches that have commonalities as
well as differences (Parahoo, 2006).The difierent philosophical
underpinnings of the various qualitative research methods
generate discrete ways of reasoning and distinct terminology;
however, there are many similarities within these methods
(Burns and Grove, 1999) that can be categorized together.
Qualitative research docs not regard truth as objective,
but as a subjective reality that is experienced differently by
each individual (Vishnevsky and Beanlands, 2004), Nor do
proponents of qualitative research believe that a phenomenon
can be isolated into multiple variables that can be studied
independently. Qualitative research asserts that a phenomenon
is more than the sum of its parts, and must therefore be studied
in a holistic manner. As a result, the purpose of this paradigm
is not to attempt to generalize data to the population but to
Frances [lyan, Michael Coughlan, Patricia Cronin are Lecturers,
School of Nursing and Midwifery, University of Dublin,Trinity
Coilege, Dublin
Accepted for publication: March 2007
explore individuals’ experiences (Vishnevsky and Beanlands.
2004) and in sonic instances the development of new theory.
Elements Influencing beltevabillty of the study
The elements mtlucncmg bclicvability can help the reader
to focus on what to expect from a piece of research by
asking questions regarding the researcher’s academic and
professional qualifications and the skills demonstrated in
presenting the study (Ryan-Wenger, 1992).These questions
are similar to those asked when critiquing a quantitative
study and were discussed in part I of this article (Coughlan
et al, 2007). Questions relating
International Journal of Psychology and Educational Studies, 2017, 4 (3), 53-63
© 2014 International Journal of Psychology and Educational Studies (IJPES) is supported by Educational Researches and Publications Association (ERPA)
www.ijpes.com
International Journal of Psychology and Educational
Studies
Leadership and Job Satisfaction: Adjunct Faculty at a For-Profit University
Donald Barnett1
Grand Canyon University, USA
A R T I C L E I N F O
A B S T R A C T
Article History:
Received 20.06.2017
Received in revised form
17.07.2017
Accepted 25.09.2017
Available online
30.09.2017
There is a lack of research in the for-profit sector of higher education in the United States. Likewise,
there is a lack of research on the factors that affect the job satisfaction of adjunct faculty. To address
these gaps in knowledge, a quantitative correlational study was performed to investigate the effect
of administrative leadership on the job satisfaction of adjunct faculty who teach online classes at a
for-profit university in the United States. The Multifactor Leadership Questionnaire, which measures
perceived leadership behaviors, and Spector’s Job Satisfaction Survey, which measures job
satisfaction, were used to anonymously collect data from a sample of 77 adjunct faculty. The Full-
Range Leadership model, which is composed of transformational, transactional, and laissez-faire
leadership behaviors, was the theoretical model for leadership. Pearson’s product moment
correlational analyses were performed to investigate the bi-variate relationships between the
variables. The dependent variable of total satisfaction had a statistically significant, direct and strong
correlation with the independent variable of transformational leadership (r = .536, p < .0005). The strength and direction of the relationship indicated that increases in the scores of total satisfaction are associated with increases in scores in transformational leadership. Total satisfaction had a statistically significant, indirect and moderate correlation with the independent variable of laissez- faire leadership (r = -.372, p = .001). The strength and direction of the relationship indicated that lower total satisfaction scores are associated with higher laissez-faire leadership scores. There was no statistically significant relationship between transactional leadership and overall job satisfaction. © 2017 IJPES. All rights reserved Keywords:1 Job satisfaction, Full-Range Leadership, Adjunct Faculty, For-profit University, Transformational Leadership, Postsecondary Education. 1. Introduction Enrollments at for-profit universities in the United States have tripled sinced 2000, with close to 1.6 million students registered in the year 2014 (National Center for Education Statistics, 2016). This increased enrollment, along with the expansion of online education, has amplified the demand for classes
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