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Abstract
A total of 345 hospitality management students, representing eight universities, returned a leadership questionnaire. Leadership practices of undergraduate students reflecting on, and changing their actions were compared to those who did not. Students who reported reflecting on their actions in classroom and work settings had significantly higher leadership scores in two and three leadership practices, respectively. Students reporting changing actions based on reflections in class had significantly higher scores in all leadership practices. Focus groups were conducted to ascertain leadership reflection examples. This research supports reflection as a potential leadership development tool although students may find reflective techniques difficult.
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Notes on contributors
Susan W. Arendt
Susan W. Arendt, PhD, RD, Assistant Professor, Apparel, Educational Studies, and Hospitality Management, Iowa State University. Mary B. Gregoire, PhD, RD, FADA, Director, Food and Nutrition Services, Rush University Medical Center
Mary B. Gregoire
Susan W. Arendt, PhD, RD, Assistant Professor, Apparel, Educational Studies, and Hospitality Management, Iowa State University. Mary B. Gregoire, PhD, RD, FADA, Director, Food and Nutrition Services, Rush University Medical Center