青年男性领导力发展项目

Q3 Arts and Humanities Journal of Youth and Theology Pub Date : 2020-05-09 DOI:10.1163/24055093-bja10004
Don Smith
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引用次数: 0

摘要

这篇扎根理论的研究论文分析了年轻人开始一个三阶段领导力发展计划的动机,以及影响他们决定返回该计划后续阶段的关键因素。主要发现是人员和项目的影响都是显著的。关键的项目影响最初是在第一阶段的社区和群体,以及某些特定的项目元素。这就为第二阶段创造了动力,在第二阶段,为期三天的荒野单人体验成为核心类别/中心现象——从第一阶段吸引参与者,并激励他们进入第三阶段。为未来的研究确定了具体的程序元素和“镜头”。
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A Leadership Development Program for Young Men
This grounded theory research paper presents an analysis of the motivation of young men in commencing a three-stage leadership development program and the critical influences impacting their decision to return for subsequent stages of the program. The key findings are that both people and program influences are significant. The key program influences initially are the community and group in Stage 1 along with certain program-specific elements. This creates a momentum towards Stage 2 where a three-day wilderness Solo experience emerges as the core category / central phenomenon – drawing participants from Stage 1 and being motivational towards Stage 3. Specific program elements and “lenses” are identified for future research.
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来源期刊
Journal of Youth and Theology
Journal of Youth and Theology Arts and Humanities-Religious Studies
CiteScore
0.30
自引率
0.00%
发文量
20
期刊介绍: The Journal of Youth and Theology is an international peer-reviewed academic journal developed and originally published by the IASYM, the International Association for the Study of Youth Ministry, now published by Brill. The journal aims at furthering the academic study and research of youth and youth ministry, and the formal teaching and training of youth ministry. The academic efforts are rooted in the Christian theological tradition and ecumenical. The scope of the journal is to serve scholarship in the broad field of children, youth, faith, church, theology and culture. Research articles in the journal mainly have theology (both practical, systematic and biblical theology) as a core discipline. At the same time, contributions are often interdisciplinary, which implies theological reflection combined with e.g. pedagogical, sociological or psychological perspectives.
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