Procedia - Social and Behavioral Sciences 00 (2011) 000000

Procedia Social and Behavioral Sciences

www.elsevier.com/locate/procedia

7th International Strategic Management Conference

Linking theory with practice: Students perceptions of leaders and leadership characteristics

Senka Borovac Zekana , Ivan Peronjab , Andrea Russoc, a

a,b

University Center for Professional Studies, 21000 Split, Croatia

Abstract The question that still cannot be clearly answered is whether leaders are born or leaders are made. Students who attend courses in Management and Leadership have already built their own opinions about what specific characteristics leaders should possess, and about whom they perceive as leaders. The role and effects of preconceived notions in business education is still unexplored area that occupies the attention of both practitioners and theorists. This exploratory empirical study was conducted on a sample of 182 students of the second year of the Centre for Professional Studies who are attending Management and Leadership courses. Given that Croatia is still relatively young independent country which has passed the privatization process during the war, it was interesting to find out which persons young people perceived as leaders. We used the questionnaire to identify students preconceived notions of leadership. If we wish to develop successful leaders, we need for students to understand leadership skills in order to upgrade their existing abilities. Several explanations for the resulting patterns of responses are proposed and suggestions are made for further research.

2011 Published by Elsevier Ltd. Selection and/or peer-review under responsibility xxxxx
Keywords: leadership, students perceptions, leadership characteristics

2011 Published by Elsevier Ltd. Selection and/or peer-review under responsibility xxxxx

Senka Borovac Zekan. Tel. +385 21 329 304 Email address: sborovac@oss.unist.hr

Senka Borovac Zekan, Ivan Peronja, Andrea Russo/ Procedia - Social and Behavioral Sciences 00 (2012) 000000

1. Introduction The concept of leadership has been around since the early 1800s, but the process of how one becomes a leader has changed dramatically over the decades. It was believed that only certain people could be leaders based on certain characteristics or traits [1]. These characteristics are what distinguish a leader from a follower. Stogdill [2] did a review of literature from 1904-1933 looking at the characteristics associated with leadership, and found that certain physical characteristics, social backgrounds, intelligence and ability, personality, task-related characteristics and social characteristics influenced leadership. Although leaders may have these characteristics, one of the criticisms of the trait theory is that traits are difficult to measure and difficult to define. The problem that is linked to leadership is that some people are not leaders in all situations. Leadership may change in certain situations. Although a person is a leader in one situation, he/she may not be effective in a different situation despite having certain characteristics [3]. Some of the literature on leadership today discussed what skills are needed to be an effective leader [4], [5]. These skills can be seen as characteristics or traits that are needed by leaders; so the concept of trait theory has evolved into something different where anyone can possess these skills rather than a select few [6]. But having these traits alone does not make someone a leader. A person must take certain actions in order to be a leader so simply possessing these characteristics or traits is not sufficient. 2. What Is Leadership? Leadership can be viewed and analyzed from psychological, sociological, political, military, philosophical, and historical perspectives [7]. Bass [8] stated that, there were as many different definitions of leadership as there were persons who have tried to define the concept. According to Albritton et al [9], the leadership is defined by peoples perceptions of the leader. Leadership has been called the process by which an individual affects and directs the actions of others for achieving particular personal or group aims under specific circumstances [10, 11, 12.] Leadership is about persuading other people to set aside their personal concerns and pursue a common goal that is imperative for group welfare [13] Hogan et al. identify 14 categories of leader behaviour: planning and organizing, problem solving, clarifying, informing, monitoring, motivating, consulting, recognizing, supporting, managing conflict and team building, networking, delegating, developing and mentoring, and rewarding. Northouse [15] describes, leadership as a process whereby an individual influences a group of individuals to achieve a common goal. 2.1. Leaders characteristics Baltas [16]. perceived an effective leader as a person who was honest, farsighted, inspiring, fair, supportive, expressive, reliable, respectful of others opinions, a good listener, able to learn from his/her own mistakes and who possessing strong communicative and administrative skills. According to Middlebrooks and Haberkorn [17] leadership requires a leader and involves individuals and what they know, believe, and do. In addition, authors also stated that much leadership development has focused on the traits, skills, behaviours, and activities of individuals who have succeeded in leader positions. A leader has the ability to guide people who share a common goal, determine the most effective methods for achievement, and execute the plan to do so. A desirable leader is also a person who is perceived as a member of the group through his/her actions, and who maintains an organizational environment in which group members feel as comfortable as does the group leader. Physical features, including height, weight, strength, and age, are seen as indicators of maturity, good health, and beauty [18]. According to Eren [19], personal traits of a leader include intelligence, the art of public speaking, skills in interpersonal relations and communication, trustworthiness, the ability to inspire confidence and take risks,

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entrepreneurial abilities, courage and self-confidence. In addition, Koel [19] added initiative, vision, honesty, sincerity, truthfulness, directness, decisiveness, the ability to succeed and emotional maturity to leaders characteristics. Kouzes and Posner [20] stated personality features were influential in the publics perception of individuals as leaders. Brown et al. [21] categorized Canadians opinions regarding leadership characteristics as: competence, dynamism, integrity, empathy, responsibility, personal style, political skills, episodic judgment, social background, political position. Gore [22] listed the features of an ideal leader as: positive behavioural attitudes, courage, decisiveness, dedication, trustworthiness, desire, ability to take the initiative, argumentative, possessing a sense of justice, unselfish, knowledgeable, passionate, truthful, able to move quickly, and the ability to make accurate decisions. 2.2. Student Perceptions of Leadership Colleges and universities strive to give students opportunities to practice citizenship, contribute service, and enhance communities as leaders. Researchers Shertzer and Schuh [23] performed a research study on how college student leaders perceived leadership and what confining beliefs the students held that restricted or promoted themselves from becoming leaders: The students were asked a broad range of questions with the intention of discovering their perceptions of what leadership is, who leaders are, and what the process of leadership entails. Several themes emerged through the analysis of the interview, including: (a) leadership is an individual possession, (b) leadership is positional, (c) leaders possess particular qualities and skills, and (d) leaders act from internal motivations (p. 116). The researchers found constraining and empowering beliefs that hindered or encouraged students to take on leadership roles. Empowering beliefs are those that encourage students to attain leadership roles. The beliefs were put into three categories: 1) support from others, 2) opportunities, and 3) background and environment. Constraining beliefs discourage students from attaining leadership roles. They were in three categories: 1) lack of capabilities, 2) lack of confidence, and 3) lack of opportunities [24]. According to Bauer and Green [25] personality similarities between a leader and his or her followers impact perceptions about that leader. Turban and Jhones [26] investigation also suggested that, similarities in personalities have an effect on an individuals evaluation of a leader. According to Albritton et al. [27] people generally have common set of beliefs about the characteristics leaders should possess. The authors also reported that, an individual is more likely to be viewed as a leader, if that individual is perceived to match a followers leader prototype. Rost [28] categorized leadership perceptions into two paradigms, industrial and post-industrial. Komives et al. [29] labelled the industrial paradigm as the myths of leadership. According to these researchers, the myths of leadership included three characteristics: (a) leaders are born and not made, (b) one needs charisma to be an effective leader, and (c) there is one standard way of leading. Rogers [30] in turn, defined the post-industrial paradigm: (a) leadership is based on relationships, and does not belong to any individual, (b) leadership is meant to create change, and (c) leadership can be done by anyone, not only by people who are designated leaders. Some other authors [31], who have also investigated the perception of the leaders in the student population found out four commonalities: (a) leadership is an individual possession, (b) leadership is positional, (c) leaders possess particular qualities and skills, (d) leaders act from internal motivations.

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3. Methodology This research is a descriptive study. Students were asked to indicate: 1) one person which they perceive as a leader 2) at least three characteristics which they believe leader should possess The purpose of this study was to determine the students perceptions of leaders and the characteristics they believe they should possess. We tried to identify the students identification of leaders as role models, leaders they sympathize with, and the rationale behind their decisions. Student opinions regarding desirable characteristics of a leader were also assessed. The aim of this study was to explore students' perceptions of the leaders before they have attended Leadership and Management courses. The study used a questionnaire taken from Stephen C. Betts, William Morgan and Beth Castiglia [33] who have used it in on their students in New Jersey in 2008. For the purpose of this study, the students (n 182;) completed the Short Form of the Leadership Survey adopted from these authors. 3.1. Sample and Data Collection The primary source of data was from an open-ended unstructured questionnaire, used to identify students views regarding leadership. Participants of the study were 138 female and 44 male students from a Croatian University in the city of Split during the 2010 to 2011 academic year. A second source of data was derived from an Analysis of the results was primarily done in a descriptive manner. According to Wiersma [34], careful attention to the details is a very important part in the questionnaire analysis. Results were summarized in tables with the numbers and the percentages of the common responses. 4. Implications, Limitations, and Recommendations for Future Research Research conducted with students as the primary sample is a limitation of this study. It is important to study a diverse population. The sample of this study was limited to students attending a University Centre for Professional Studies in Split, Croatia. The sample of this study should be expanded to include additional student populations from other colleges and universities throughout the Croatia. Also, the sample should be bigger. The results of this study indicate that an initial instrument for student perception of leadership can be developed and validated from the literature. The instrument through an exhaustive review process, which involved sample, could be expanded to include recent graduates within the workforce in order to create a more diverse study sample. The opportunity for educators to develop soft skills with students has never been more critical. According to a recent study conducted by Lotto and Benner [35] the workplace has identified a vast need for institutes of higher education to develop soft skills with future employees. It would be beneficial to expand this survey to recent graduates in order to obtain their perceptions of leadership skill development. Recent graduates will bring a perspective from students as well as workforce members. This study has only begun to dive beneath the surface of leadership and leadership studies. There are numerous opportunities for researchers to continue to build on this instrument to confirm validity and reliability. Also, it would be useful to repeat this survey at the end of the semester, after students have listened to the courses in management and leadership in order to see whether their perceptions of leaders and their characteristics have changed under the influence of these two courses.

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5. Analyses and Results Surveyed students reported the names of 8 women and 27 men. Oprah Winfrey (37%) was on the top of the list for female students. She was followed by Angela Merkel (28%), Blanka Vlai (18%), Severina (12%) and Jadranka Kosor (4%). eljko Kerum (28%) was on the top of the list of male students. He was followed by Ivica Todori (18%), Miroslav Blaevi (12%), Igor timac (8%), Zdravko Mami (6%) and Ivo Josipovi (5%). Leaders were coded into several categories based on the arena they were in. Women leaders were variously represented. They were coming from the world of politics, entertainment and sport while men leaders were mainly coming from sport and politics. Male students mostly response to the question why did they choose that specific person for leader because of his/her personal success which he/she has achieved in life (31%). Female students have chosen the role (28%) and cause (22%) as their motives for selecting women leaders. Student opinions regarding desirable characteristics of a leader were also assessed. According to the research results, the most positive leader typologies revealed were by order; self-confidence, responsible, charismatic and people caring. The results of this study that we find very surprising are that although the number of female students was significantly larger than the number of male students, the outcome of the questionnaire resulted in a very small number of female leaders. What is the cause of this we could not conclude on the basis of this questionnaire. The questionnaire should be further extended in order to answer this question.

6. Conclusion Although leaders can be find in every sphere of life research conducted on the Croatian students showed that students find most leaders in politics and sports. We found very surprising the fact that small numbers of women are perceived as leaders. First on the list of women leaders is a foreigner. Given the fairly dynamic situation on the Croatian political scene the survey resulted in unexpectedly small number of politicians listed as leaders. Does this mean that young people today are not interested in politics and do not follow it at all or does it mean that there are no real leaders among Croatian politicians? If we wish to develop leaders, we need for students to understand leadership skills and abilities and to be able to recognize the effective leaders in their personal and professional life. Also, it would be interesting to repeat this survey at the end of the semester, after students have finished the management and leadership courses in order to see whether their perceptions of leaders and their characteristics have changed under the influence of these two courses References
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