Research and Media

Category: Articles (Page 1 of 3)

Human-centered leadership development

Anders, A. (2021). Human-centered leadership development: A communication-based approach for promoting authentic and transformational leadership. International Journal of Business Communication. https://doi.org/10.1177/23294884211056558 

Abstract: Leadership development (LD) has been shown to deliver significant value in both professional and academic settings. However, scholars of leadership communication and LD have argued for a need to recognize LD as a highly social, co-creative, and communicative process in which followership and larger organizational and social contexts play a significant role. Recent research has also argued for self-directed and experiential learning approaches to promote learning mindsets and psychological resources for long-term growth. The present study addresses these challenges by developing a holistic theoretical model and an applied design for LD comprised of evidence-based communication interventions that address intrapersonal, interpersonal, and strategic communication contexts in order to promote both authentic leadership and transformational leadership capacities. The model employs human-centered design methods to complement established experiential learning models and facilitate co-creative engagement with situated organizational challenges.

A Communication Model for Leadership Development

Networked learning boosts self-efficacy for social networking

Anders, A. D. (2018). Networked learning with professionals boosts students’ self-efficacy for social networking and professional development. Computers & Education, 127(December), 13–29. http://doi.org/10.1016/j.compedu.2018.08.009

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Abstract: Previous research has recognized that networked learning—including the use of social media, blogs, and learning communities—offers unique affordances for supporting the development of self-efficacy. However, additional research is needed to examine applications of networked learning that integrate professional contexts into academic learning experiences. The present study reports on an intervention in which networked learning was used to promote student self-efficacy for social networking and professional development. The learning design integrates three techniques: a focus on developing personal learning networks, a blog-based learning community, and mastery experiences for networking with professionals. The hypothesis was that networked learning among peers in the learning community would help support the gradual development of skills and confidence for social networking, while networking to learn with professionals would amplify the impact of mastery experiences on student self-efficacy. A study of 72 undergraduate business students found that the intervention led to significant gains in self-efficacy for social networking and professional development activities. Students also reported a greater likelihood of engaging in these activities in the following year. Finally, students perceived the learning experience as relevant for their lifelong learning and professional success.

A Model of Networked Learning for Self-Efficacy

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