| dc.description.abstract | This study focussed on students in formal leadership positions. Twenty-one
student leaders involved with five university student groups at the University of Alberta
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were observed in organizational meetings and participated in personal as well as group
interviews. Information was content analysed for emerging themes.
Participants responded to experiences helping to mould leadership behaviour.
Students identified influential experiences including volunteer, community and school
activities, leadership roles, participation in sports, and work experiences. Role models
and mentors highlighted for contributions to leadership deportment included parents,
coaches, teachers, university professors, administrators, as well as present and former
employers.
Leadership conduct was also assessed as a result of observing roles, assuming
group responsibilities, and placement in specific roles during meetings. Pressures,
demands, and expectations also influenced how student leaders behaved within and
outside their respective organizations. Hard work, effective communication skills, need
for commitment, and time required for leadership were among successful ingredients.
Knowing all facets of the organization as well as modelling appropriate and expected
behaviour were keys to gaining respect and remaining effective. Behaviour in nonleadership settings was also considered important to maintain credibility. Despite time
commitments affecting academics and re,lationships, students acknowledged a sense of
fulfilment from the experience as well as lasting friendships.
Student leaders involved with specific student groups perceived their influence as
minimal while representatives of larger student organizations were considered a greater | en_US |
