2015/07/13 by Brent J. Goertzen, Brett Whitaker, Brett L. Whitaker · 39 citations
Business, Management and Accounting · Psychology · #Applied psychology #Creativity #Developmental psychology #Emotional Intelligence and Performance #Job Satisfaction and Organizational Behavior #Leader development #Leadership development #Maturity (psychological) #Optimism #Optimism, Hope, and Well-being #Originality #Pedagogy #Political science #Positive psychological capital #Positive psychology #Psychology #Public relations #Social psychology #Tracking (education) #Value (mathematics)
paper · doi:10.1108/jmd-07-2013-0100
published in Journal of Management Development 34(7), 773-786 (Emerald Publishing Limited)
crossref issued 2015/07/13 · crossref published 2015/07/13 · crossref published-print 2015/07/13 · openalex publication_date 2015/07/13 · crossref created 2015/07/13 · crossref deposited 2025/07/24 · openalex created_date 2025/10/10 · crossref indexed 2026/08/01 · openalex updated_date 2026/08/01
Purpose – The purpose of this paper is to examine the impact of an academic-based, leadership education program on the development of psychological capital (PsyCap). Design/methodology/approach – Data were collected from students at the entry-point (Time 1), mid-point (Time 2) and end-point (Time 3) of the leadership program, across all modes of delivery. Statistical analysis was performed to determine changes in psychological capacity. Findings – Results indicated PsyCap capacities (self-efficacy, optimism, hope and resiliency) may be impacted through leadership training and that online delivery appeared to have the greatest impact on student PsyCap development. Research limitations/implications – The paper concludes with a discussion of limitations and future directions of research that are needed. Limitations include non-individual tracking, and a somewhat small sample size in one of the samples. Implications include further research into a potential response shift bias among participants, research regarding the impact of educational modality and student maturity and self-awareness. Practical implications – The paper describes implications for practitioners in higher education, as well as more broadly for educators who are attempting to develop positive psychological capacities in their students. Originality/value – This paper expands upon a developing field in positive organizational psychology by focussing on development within leadership education.