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    Values-based Learning: A Multi-Level Approach to Ethical Leadership Development

    195650_103961_77668_Int_l_Jnl_of_Learning_Article.pdf (561.2Kb)
    Access Status
    Open access
    Authors
    Dayaram, Kantha
    Issa, Theodora
    Date
    2014
    Type
    Journal Article
    
    Metadata
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    Citation
    Dayaram, Kandy and Issa, Theodora. 2014. Values-based Learning: A Multi-Level Approach to Ethical Leadership Development. The International Journal of Learning. 19: pp. 1-13.
    Source Title
    The International Journal of Learning
    ISSN
    1447-9494
    Faculty
    Faculty of Business and Law
    School
    School of Management and Marketing
    URI
    http://hdl.handle.net/20.500.11937/16457
    Collection
    • Curtin Research Publications
    Abstract

    The paper aims to provide empirical evidence towards the ongoing research and debate on the nature of motivation and values that might impact ethical leadership. This paper presents the outcomes of a study that examines the relationship between personal values, consistency of actions and ethical leadership development, using cross-sectional, longitudinal data from a leadership course. Data were collected from 32 postgraduate students at the beginning and end of the semester, testing for pre- and post-leadership intervention effects. In the pre-test, values such as integrity, honesty, trust, self-confidence and transparency were evident. Interventions, including personal reflection, formative learning and action research, had their impact on the way participants thought of ethical leadership, values and personal motivations. The results indicate that particular values that evolved post-test included trust, respect, integrity, self-awareness and responsibility, with empathy, honesty, respect, vision and responsibility remaining consistent throughout the study. These results are in contrast to some prior research in this area, including personal values, leader’s actions and organizational values congruence. Our findings argue that multi-perspective, scaffolded learning is associated with significant levels of leadership reflection and self-awareness. Leaders with higher levels of reflection and self-awareness have significantly higher levels of motivation towards ethical behaviours that are generated from values.

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