Relevant bibliographies by topics / Leadership development ; youth leadership ; future leaders / Dissertations / Theses
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Dissertations / Theses on the topic 'Leadership development ; youth leadership ; future leaders'

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Published: 4 June 2021
Last updated: 15 February 2022

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1

Almohaimeed, Saleh Abdulaziz. "Understanding leadership development for young people : creating a multi-dimensional and holistic framework for emerging high-school students as future leaders in KSA." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/15773.

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This thesis concerned with understanding what makes young people as future leaders. It sets out to explore leadership development for secondary school students (12-to-18-year), focussing on what makes young leaders and how they become future leaders. The fundamental purpose of this explanatory and exploratory qualitative study was to investigate leadership development at the age of adolescence. There are three key objectives for this study: (1) to explore and investigate what contributes to forming young people as future leaders; (2) to clarify and understand how young people become future leaders; and (3) to create a multidimensional and holistic framework for developing secondary students as future leaders. These aims were achieved via conducting qualitative in-depth interviews (N=46) with established leaders (N=19) and university professors (N=27) in both the UK and the kingdom of Saudi Arabia (KSA). Additionally, as this study focuses on adolescence, it was important to conduct three focus groups with secondary school students in KSA (N=27). Succinctly this study aims to deepen our understanding of the issue of developing young people as future leaders. This study used multi-levels of analysis and multi-domains of purposive sampling via using maximal variation sampling, both leaders and academics are categorised into six domains (business, education, social, voluntary sector, YLD programmes directors, and developmental psychologists). The secondary school students were selected from government school, private school, and gifted students. Due to the extensive sample gathered (46 interviews and 3 focus groups) and significant data generated (287.000 words), the author’s study produces both emergent themes and abundant numerical results. However, these large quantities can encourage various quantitative studies in the future. There are several key contributions of value in this study; (1) creating and conceptually testing a comprehensive framework to develop young people as future leaders; (2) the theoretical contribution as the qualitative analysis has generated massive number of new emergent themes related to the research questions; (3) analysis of the empirical contributions revealed lots of variables, factors, criteria, tools; (4) a cross-cultural YLD which verify that there are both differences and similarities between the UK and KSA; (5) the findings proved that leadership for young people is learnable to a great extent; that adolescence is a critical period for developing leaders; that sparking the motivation to lead is important at this age; there are serious obstacles facing YLD; generic leadership is more applicable for YLD; and finally, one of the significant contributions of this study is its focussing of attention on a long-term approach for young people leadership development. The further contribution of this study is creating a multi-dimensional and holistic framework for YLD based on theories of adult leadership and intensively reviewing the literature review on YLD. It has been developed via pilot study and finally developed and validated throughout a cohort of stablished leaders and university professors (N=41). This study’s findings can benefit policy and practice to a great extent since it focuses on the secondary school students; as they are the future leaders, this study can be of significant help to the strategic planning of policy makers in the Ministry of Education, Youth Ministry, and generally within the political context, family business. This study inspires me to establish a leadership-based academy, which focuses on high-school students and develops them as national leaders.
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2

Galipeau, Miriam. "A Case Study of Alberta’s Future Leaders Program (AFL): Developing Aboriginal Youth Leadership through Cross-cultural Mentorship, and Sport, Recreation, and Arts Programming." Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/23535.

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In this thesis, in which I use the stand-alone paper format, I employ a Foucauldian lens to examine Alberta’s Future Leaders (AFL), an Aboriginal youth leadership development program. In the first paper, I identify how power relations shape AFL, including its ambitions and struggles towards developing sustainable programming. In the second paper, I examine AFL’s cross-cultural approach to mentorship and the ways in which failing to address issues of culture (re)produces colonial relations of power. Overall, my findings highlight the importance of recognizing and problematizing the power relations at work within Aboriginal youth leadership development initiatives.
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3

Wallace, Anthony G. "Future directions in leadership - implications for the selection and development of senior leaders." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2003. http://library.nps.navy.mil/uhtbin/hyperion-image/03Mar%5FWallace.pdf.

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4

Brantley, Temeka N. "The Future of Leadership: A Case Study Examining The Effectiveness of Youth Leadership Development Programs in Urban Baptist Churches." Ashland University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1462467985.

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5

Cox, Kathryn J. "Significant adolescent leadership development experiences identified by established leaders in the United States /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487586889189186.

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6

Smith, Kimberly A. "Physicians in 21st century healthcare: developing physician leaders for the future." Diss., Kansas State University, 2014. http://hdl.handle.net/2097/17380.

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Doctor of Philosophy<br>Department of Educational Leadership<br>Sarah Jane Fishback<br>This bounded case study explored ten purposefully selected physician participants’ perceptions of the effectiveness of an eight session, two year in-house physician leadership development program at a major Academic Medical Center (AMC) in the Midwest. While physicians are generally educated to care for patients in their specialty area, reforms necessitate the need for physician leadership involvement in metric tracking by healthcare organizations in order to provide a focus on quality patient care and safety. Participants indicated finding the course effective, especially the negotiations and finance modules. These modules provided new language, a better understanding of processes and an opportunity to develop skills through interactive class exercises such as case studies. Participants described an increased self-awareness of their interpersonal skills and expressed a desire for greater exposure to emotional intelligence principles. Participants experienced a transformational shift in how they constructed their identity as a physicians and leaders, and questioned assumptions about the physician’s role in healthcare. While effective in initiating a process of exploration, this course was not sufficient to meet the goals and objectives of the program. Therefore, recommendations for the advanced course included a focus on leadership competencies identified by Dye and Garman (2006) as cited by Dye and Sokolov (2013), emotional intelligence, and transformational leadership.
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7

Barker, Dianne. "Lost quality in emergent leadership : identification and development of inexperienced teachers as future school leaders." Thesis, University of Lincoln, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400812.

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8

Lombard, Charles. "Emotional intelligence : creating a sustainable competitive advantage for the future development of leaders." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52822.

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Thesis (MBA)--Stellenbosch University, 2002.<br>ENGLISH ABSTRACT: During my studies for the degree of Master in Business Administration (MBA) at the University of Stellenbosch, my lecturer, Mr. Mario Denton, introduced me to the concept of emotional intelligence. A study of literature on this concept increased my awareness that leaders should have certain abilities that will make them perform better in the workplace. Ultimately, these abilities should lead to better departmental and organisational performance and could therefore be vital for the survival of an organisation. The concept itself is fairly new and not too many leaders in the workplace are familiar with it. The term emotional intelligence is based on people and organisational issues that have been around for many years, but it has only recently been established as a separate field of study. It has now also been incorporated in the MBA curriculum at the University of Stellenbosch. As a new concept in its development phase, extensive marketing is required to establish the term emotional intelligence among the leading organisations in South Africa. Emotional intelligence can only add value if leaders in the business world understand the concept and truly believe that it can create added value within an organisation and among its people. Especially managers and human resources departments within these organisations should have a good understanding of how emotional intelligence can be incorporated in their organisations. A lack of awareness and knowledge of emotional intelligence was the motivation behind this study project. It is hoped that this research will create awareness among business leaders in South Africa and result in emotional intelligence ultimately being incorporated in organisations in order for them to create a sustainable and competitive advantage.<br>AFRIKAANSE OPSOMMING: Gedurende my studie (Meestersgraad in Besigheidsadministrasie) aan die Universiteit van Stellenbosch het my dosent, mnr. Mario Denton, my blootgestel aan die konsep emosionele intelligensie. 'n Literatuurstudie oor die onderwerp het getoon dat leiers spesifieke eienskappe moet besit om hul sukses in die werkplek te verbeter. Hierdie eienskappe kan uiteindelik tot beter departementele en organisasieprestasie lei. Emosionele intelligensie is dus noodsaaklik vir die voortbestaan van organisasies in hierdie uiters mededingende korporatiewe omgewing. Die konsep as sodanig is redelik nuut en min leiers verstaan dit en die voordele daarvan. Emosionele intelligensie is gebaseer op mense- en organisasiekwessies wat reeds jare lank bestaan, maar dit is eers onlangs as 'n aparte studierigting aanvaar. Emosionele intelligensie is ook onlangs by die MBA-kurrikulum van die Universiteit van Stellenbosch ingesluit. Die konsep is tans in sy ontwikkelingsfase en aktiewe bemarking is nodig om dit in Suid-Afrika se sakewereld te vestig. Emosionele intelligense kan slegs waarde toevoeg indien sakeleiers die konsep verstaan en werklik glo dat dit op 'n individuele, departementele en organisasievlak waarde kan toevoeg. Veral bestuurders en menslikehulpbronafdelings moet verstaan hoe om die konsep in hul organisasies te inkorporeer. 'n Gebrek aan 'n bewustheid en kennis van emosionele intelligensie was die hoofrede vir hierdie werkstuk. Die doel van die werkstuk is om die konsep onder Suid-Afrika se sakeleiers te bemark, wat hopelik daartoe sal lei dat emosionele intelligensie in organisasies geïnkorporeer word ten einde 'n volhoubare en kompeterende voordeel te skep.
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9

Silvey, James Larry. "Developing a Bible study strategy for church planters to idenitify and cultivate future church leaders." Online full text .pdf document, available to Fuller patrons only, 1999. http://www.tren.com.

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10

Gorman, C. Allen, and T. W. Moore. "Constructing Future Business Leaders: Evaluating a Mixed Methods Approach to Leadership Education in an MBA Curriculum." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/7787.

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11

Mannan, Irin. "Sustainable Development, Youth, Entrepreneurship and Leadership Education: A Case Study of the Mandela Washington Fellowship, Young African Leaders Initiative." Thesis, University of Oregon, 2018. http://hdl.handle.net/1794/23924.

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Entrepreneurship education has emerged as an alternative to traditional models of sustainable development in Sub-Sahara Africa. Traditional development models focus on economic reforms. In contrast, Amartya Sen’s capabilities approach to development emphasizes the importance of entitlements, choice, freedom, and addressing social and institutional conditions that facilitate development. This is a case study on a similar program, the Mandela Washington Fellowship (MWF) for Young African Leaders Initiative (YALI), in the business and entrepreneurship track. The objective is to examine the impact of MWF on participants in developing entrepreneurial and leadership skills, which has the potential to contribute to the overall growth and development of their communities. This research assesses the effectiveness of entrepreneurship and leadership education programs in successfully developing practical skills among participants. Further goal is to examine the links between sustainable development, entrepreneurship and leadership training programs, in the context of Sen’s capabilities approach to development in Sub-Sahara Africa.
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12

Pappianne, Paige. "Voices of Bangladeshi Environmental Youth Leaders: A Narrative Study." Antioch University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1557169195419225.

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13

Bertrand, Heilet. "The role of executive education institutions in the training and development of future leaders." Thesis, Stellenbosch : Stellenbosch University, 2010. http://hdl.handle.net/10019.1/18185.

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Thesis (MPhil)--Stellenbosch University, 2010.<br>This research study considers how executive education institutions should be training leaders for the future. The research outlines possible future challenges facing leaders in order to determine the type of training offered by executive education institutions. The study also looks into the current training practices of executive education institutions and explores the challenges currently faced by such institutions. This study discusses the role executive education institutions perform and how learning partnerships between executive education institutions and organisations can influence the role of executive education institutions. This research study has a specific focus on the training processes used by the University of Stellenbosch Business School (USB) Executive Development Ltd as an example of an executive education institution and offers some recommendations for consideration. These recommendations, amongst others, include the inability of off-the-shelf training programmes in not being able to always address the training needs of a company and that a thorough needs analysis should therefore always be done prior to the training; that executive education institutions should strive to be more flexible; that a more solid interdisciplinary research methodology focusing on business-related problems should be employed; that the importance of recognised accreditation should not be negated; and lastly, that anticipatory action learning should be included as part of the training process.
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14

Hoy, Sara, Christina Swarna Sarker, and Eike Niclas Schmidt. "Planting Seeds for the Future: Sustainability, Theory U, and Youth." Thesis, Blekinge Tekniska Högskola, Institutionen för strategisk hållbar utveckling, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-16474.

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Youth will be dealing with the global sustainability challenge that our world is currently facing. They are considered to play a crucial role as future leaders in the transition towards a more sustainable society. These leaders need an inherent understanding of the sustainability challenge that they are confronted with. This research explores how sustainability practitioners can use Theory U in order to help younger generations approach sustainability. Both the Framework for Strategic Sustainable Development (FSSD) and Theory U informed this research as they use a systems thinking approach to deal with complexity. A qualitative research approach was chosen, and sixteen semi-structured interviews were conducted. The results revealed seven overarching themes around youth, youth and sustainability, and using Theory U with youth. The findings suggest that Theory U can support sustainability practitioners in working with youth as it offers a strong systems thinking approach, personal development, and connectedness for youth. Complementary with the FSSD’s rigorous approach to sustainability, Theory U offers great potential to youth and sustainability that is yet untapped. In equipping youth at an early age with leadership skills, capacities, and a wider awareness, Theory U can plant the seeds for future sustainability leaders to grow.
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15

Ricketts, John C. "The efficacy of leadership development, critical thinking dispositions, and student academic performance on the critical thinking skills of selected youth leaders." [Gainesville, Fla.] : University of Florida, 2003. http://purl.fcla.edu/fcla/etd/UFE0000777.

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16

Gorman, C. Allen, and Thomas W. Moore. "Constructing Future Business Leaders:Evaluating a Mixed Methods Approach to Leadership Education in an MBA Curriculum." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/413.

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17

Taqi, Alawi. "A qualitative analysis of the current and future leadership development needs of third-line leaders in the oil and gas sector in Kuwait." Thesis, University of Stirling, 2016. http://hdl.handle.net/1893/24788.

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Whilst the topic of leadership has been widely studied it remains little understood, particularly at the first-level line of leadership, especially as it relates to developing countries such as Kuwait. This study critically analyses and presents the needs, skills and capabilities of frontline leaders working in the Kuwait’s Oil and Gas Sector companies. It also examines how such needs and competencies can be developed so as to make these leaders more effective in leading functional units (teams) and to improve organisational performance overall. The study produces a frontline leadership needs and skills development framework that contributes to a better understanding of leadership in a Middle Eastern country (Kuwait), taking into account important contextual factors that influence leadership. Influenced by a social constructivist philosophy and based on qualitative evidence gathered from 42 Team Leaders, the essential leadership needs neglected by previous literature (and possibly lacking in Kuwait) were: business knowledge, technical skills, leadership and managerial skills, communication skills, decision-making skills and change management skills. These leadership needs reflected what the third line leaders understood and personally believed to be essential leadership dimensions for them to be effective and to competently undertake their work. These leadership needs constituted the foundation for their present and future leadership development in order to enhance their leadership capabilities. However, no single methodology was identified as a ‘one size fits all’ solution to meeting the development needs of the Team Leaders. Nevertheless, on the job-training was considered to be the most effective approach to develop these skills and capabilities. It is recommended that top management, and in particular human resources departments within the Oil and Gas Sector companies should continuously identify the needs of third-line leaders and focus on developing skills and competencies considered to be lacking and the most important by these frontline leaders, rather than offering a raft of seemingly unconnected development activities.
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18

Guajardo, Miguel Angel. "Education for leadership development preparing a new generation of leaders /." Thesis, 2002. http://wwwlib.umi.com/cr/utexas/fullcit?p3099458.

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19

Sacks, Robin. "Natural Born Leaders: An Exploration of Leadership Development in Children and Adolescents." Thesis, 2009. http://hdl.handle.net/1807/19162.

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This research aims to identify core elements of leadership development in children and adolescents. Initial focus groups with student leaders in elementary and high schools suggested key differences in students’ implicit theories of leadership and their identities as leaders. A follow-up survey was constructed to measure these differences. Findings suggest age-based distinctions in students’ implicit understanding of leadership, what constitutes leadership behaviour, who has the capacity to lead, and what kinds of leadership they would like to take on. These distinctions form the basis for a conceptual model illustrating four phases or “stories” of leadership identified by children and adolescents: the task-oriented “helper,” the responsibility-oriented “deputy,” the role-oriented “agent” and the identity-oriented “ambassador.”
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