期刊名称：Cuadernos de Administración (Universidad del Valle)
印刷版ISSN：0120-4645
出版年度：2015
卷号：31
期号：54
页码：68-79
出版社：Universidad del Valle
摘要：Esta investigación descriptiva transaccional tiene como finalidad el conocimiento del liderazgo y empoderamiento en el marco de las prácticas comunitarias desarrolladas en una universidad pública argentina teniendo en cuenta los distintos tipos de liderazgo de los docentes tutores y como se asocian con los niveles de empoderamiento de los estudiantes. Se administraron el MLQ 5x(Multifactor Leadership Questionnaire) de Avolio y Bass (2004) y Learner Empowerment Scale de Frymier et al. (1996) a 32 estudiantes que cursaban durante el 2014 las prácticas comunitarias. Los resultados muestran que altos niveles de empoderamiento de los estudiantes se asocian con altos niveles en las dimensiones de liderazgo laissez-faire y transaccionales de los docentes tutores y particularmente con la dimensión transformacional Estimulación Intelectual; las restantes dimensiones transformacionales (Consideración Individual, Motivación Inspiracional, Influencia Idealizada como Comportamiento e InfluenciaIdealizada como Atributo) recibieron bajas puntuaciones. Esta investigación impacta en el diseño, planificación y puesta en marcha de este tipo de prácticas comunitarias curriculares en universidades argentinas, porque aporta elementos para el desarrollo de habilidades de coordinación de los docentes tutores y favorecen el empoderamiento de los estudiantes cursantes↓This transactional descriptive research aims to gain knowledge on leadership and empowerment within the framework of community practices carried out in an Argentine public university, bearing in mind distinct types of leadership of mentor professors and how they are associated to levels of empowerment of students. The Multifactor Leadership Questionnaire (MLQ 5x) by Avolio and Bass (2004) and the Learner Empowerment Scale by Frymier et al., (1996) were administered to 32 students coursing community practices during 2014. Results show that high levels of empowerment of students are associated to high levels in the dimensions of laissez-faire and transactional leadership of mentor professors and, particularly, intellectual stimulation was associated to the transformational dimension of Intellectual Stimulation; the remaining transformational dimensions (Individual Consideration, Inspirational Motivation, Idealized Influence as Behavior, and Idealized Influence as Attribute) received low scores. This research impacts upon the design, planning, and operation of these types of curricular community practices in Argentine universities because it provides elements to develop coordination skills of professor mentors and favor empowering students in the assignment
其他摘要：This transactional descriptive research aims to gain knowledge on leadership and empowerment within the framework of community practices carried out in an Argentine public university, bearing in mind distinct types of leadership of mentor professors and how they are associated to levels of empowerment of students. The Multifactor Leadership Questionnaire (MLQ 5x) by Avolio and Bass (2004) and the Learner Empowerment Scale by Frymier et al., (1996) were administered to 32 students coursing community practices during 2014. Results show that high levels of empowerment of students are associated to high levels in the dimensions of laissez-faire and transactional leadership of mentor professors and, particularly, intellectual stimulation was associated to the transformational dimension of Intellectual Stimulation; the remaining transformational dimensions (Individual Consideration, Inspirational Motivation, Idealized Influence as Behavior, and Idealized Influence as Attribute) received low scores. This research impacts upon the design, planning, and operation of these types of curricular community practices in Argentine universities because it provides elements to develop coordination skills of professor mentors and favor empowering students in the assignment
