How students learn to lead: insights into the lived experiences of undergraduate business students during their placement year

Di Pede, G. (2023) How students learn to lead: insights into the lived experiences of undergraduate business students during their placement year. EdD thesis, University of Reading. doi: 10.48683/1926.00118937

Abstract/Summary

This qualitative research study has shed light on the leadership experiences of 13 undergraduate business students undertaking a one-year work placement. Semi-structured interviews and reflective journals were used to explore the students’ leadership experiences before and during their placement. Through reflection on these experiences, students were able to make sense of their own leadership learning as well as develop their leadership identity. The results of this study suggested that students learnt to lead by taking on leadership roles and responsibilities, and by interacting with others in various contexts such as home and family life, education, sport, and work. Major changes and challenges in the workplace, like the ones brought on by the Covid-19 pandemic, were also identified as crucial leadership learning opportunities. Whilst on placement, students also refined their own definitions of leadership as well as grasped a better understanding of the differences between leadership and management. Furthermore, data analysis revealed that most students regarded becoming a leader as an important career goal, and that their leadership identity was strongly influenced by observed role models such as more senior colleagues and line managers. This study holds important implications for both theory and practice. From a theoretical point of view, it has contributed to the literature about leadership learning through lived experience as well as identity development. From a practical point of view, it may benefit multiple stakeholders including students, staff working in business schools, and employers.

Item Type	Thesis (EdD)
URI	https://reading-clone.eprints-hosting.org/id/eprint/118937
Identification Number/DOI	10.48683/1926.00118937
Divisions	Arts, Humanities and Social Science > Institute of Education
Date on Title Page	January 2023
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