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Leadership Development in Experienti...

Downey, James Vincent,

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Leadership Development in Experiential Learning Environments /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Leadership Development in Experiential Learning Environments // James Vincent Downey.
Author:	Downey, James Vincent,
Description:	1 electronic resource (163 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-07, Section: A.
Contained By:	Dissertations Abstracts International86-07A.
Subject:	Educational leadership. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31769015
ISBN:	9798302134837

Leadership Development in Experiential Learning Environments /
Downey, James Vincent,

Leadership Development in Experiential Learning Environments /James Vincent Downey. - 1 electronic resource (163 pages)

Source: Dissertations Abstracts International, Volume: 86-07, Section: A.

Traditionally, U.S. maritime institutions of higher education focus on developing student leadership through a top-down regimental mentoring system (J. A. Williams, 2013). Although effective, this system offers no structured leadership opportunities at the (neophyte) level. Rather, institutions focus on emphasizing basic seamanship training at this early stage. The U.S. Coast Guard governs the Standards of Training Certification and Watchkeeping (STCW; International Maritime Organization, 2022). Students gain valuable seamanship skills and safety training through an experiential learning, group-activity environment. A 2022 external regimental review of The State University of New York's Maritime College regiment of cadets revealed infrequent leadership opportunities in the 1st year. The reviewers concluded, "The initial management of leadership expectations for prospective cadets, and the current amount of leadership development received throughout the program was inadequate" (SUNY Maritime College, 2022a, p. 29). To offer a possible solution and bolster the current top-down regimental mentoring system, this study focused on the exploration of evidence attributed to the successful integration of group leadership in a variety of occupational specialties. This study's literature review consisted of six broad categories. I focused on examining the theoretical underpinnings of Kolb's (1984) experiential learning empirical study and associated linear constructs on group leadership in experiential environments. Second, I explored the application of authentic, transformational, servant, and ethical leadership. Third, I investigated other maritime institutions' training and whether their standards of training, certification, and watchkeeping the STCW could provide best-practice alternatives that could be shared. Fourth, I demonstrated the instructional value of knowing an audience. As such, I engaged in an examination of the Generation Z (Gen Z) cohort to explore whether their social interactions and life experiences required adjustments to traditional training. Finally, I used qualitative case study methodologies, including student observations and interviews, and offered valid protocols and practices for this study's objectives.

English

ISBN: 9798302134837Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Experiential learning environments

Leadership Development in Experiential Learning Environments /
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520 $a Traditionally, U.S. maritime institutions of higher education focus on developing student leadership through a top-down regimental mentoring system (J. A. Williams, 2013). Although effective, this system offers no structured leadership opportunities at the (neophyte) level. Rather, institutions focus on emphasizing basic seamanship training at this early stage. The U.S. Coast Guard governs the Standards of Training Certification and Watchkeeping (STCW; International Maritime Organization, 2022). Students gain valuable seamanship skills and safety training through an experiential learning, group-activity environment. A 2022 external regimental review of The State University of New York's Maritime College regiment of cadets revealed infrequent leadership opportunities in the 1st year. The reviewers concluded, "The initial management of leadership expectations for prospective cadets, and the current amount of leadership development received throughout the program was inadequate" (SUNY Maritime College, 2022a, p. 29). To offer a possible solution and bolster the current top-down regimental mentoring system, this study focused on the exploration of evidence attributed to the successful integration of group leadership in a variety of occupational specialties. This study's literature review consisted of six broad categories. I focused on examining the theoretical underpinnings of Kolb's (1984) experiential learning empirical study and associated linear constructs on group leadership in experiential environments. Second, I explored the application of authentic, transformational, servant, and ethical leadership. Third, I investigated other maritime institutions' training and whether their standards of training, certification, and watchkeeping the STCW could provide best-practice alternatives that could be shared. Fourth, I demonstrated the instructional value of knowing an audience. As such, I engaged in an examination of the Generation Z (Gen Z) cohort to explore whether their social interactions and life experiences required adjustments to traditional training. Finally, I used qualitative case study methodologies, including student observations and interviews, and offered valid protocols and practices for this study's objectives.
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653 $a Experiential environments
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