Role theory is generally presented as a way of describing human interactions. Role
dynamics describes the psychosocial phenomenon in terms of the various roles and
role components being played and actively manipulated as a part of interpersonal
interactions. The concept of role offers a general unit of interaction involving a
complex of behaviour, expectation, and overt or covert consensual agreement.
Therefore, roles can be thought of as expectations one has about social behaviour
and as functions or positions.
Groups are fundamental to human behaviour - without them individuals would have
great difficulty surviving. People thrive on the interdependent relationships they find in
groups. In some groups you participate as a leader, while in others you assume the
role of follower. In many ways, the groups you have chosen to join reflect your
interests and what motivates you. Group dynamics refers to the interactions within a
group that characterize the group. The dynamics of the group can be fostered through
good leadership as well, and the processes involved are most effective when they
facilitate the group toward meeting its goal.
The concept of leadership is a central building block of the conventional wisdom of
organization and management. The definition of leadership leads to a variety of
possibilities, which leads to the conclusion that the definition of leadership should
depend on the purposes to be Served by the definition. One complex definition that
has evolved, delineates effective leadership as the interaction among members of a
group that initiates and maintains improved expectations and the competence of the
group to solve problems or to attain goals.
A general weakness of higher education has been its inability or unwillingness to
make constructive and consistent use of student leadership as an advocate for the
institution. From the perspective of student leadership, the fact that student advocacy
is rarely utilized to its full potential represents a significant missed opportunity among
our nation's universities. If the potential for leadership among these students were
systematically cultivated, a new and powerful voice could be created that would go far
in helping universities explain their missions and needs to lawmakers, the media and
the voting public.
Little research has been reported on student organizations. Literature involving
student organizations dealt with the role organizations play in student involvement and
student development. Reported research on the use of organization development in
university student organizations described new practices, programmes and
techniques for working with student organizations but did not reflect attempts to
measure the effectiveness of interventions.
This research provides readers with additional opportunities to explore the
characteristics of effective groups and leaders and the leadership process. It is
intended to move student leaders beyond the theory of leadership and closer to the
world of practice and application.
The major objectives of the study are:
0 How effectively and autonomously do student councils function as groups at
tertiary institutions and how prepared are the members of the student councils to
assume the leadership role?
Are there statistical significant differences between biographical variables and the
variables of group effectiveness, autonomy and leadership?
Is there a relationship between group effectiveness, autonomy and leadership?
The research study is divided into a theoretical and empirical framework. Various
aspects of role theory, groups and leadership outline the theoretical basis. The
empirical study is carried out by way of a questionnaire and the data is analysed
according to specific statistical methods. The empirical study was conducted amongst
members of student councils at different tertiary institutions in South Africa.
The major findings of the study supported the set of research objectives and were the
following:
Group effectiveness
It has been determined that most student councils at tertiary institutions in the study
population are aware of their mission, are satisfied with achieving their goals, take
possession, communicate openly and honest with members and have clear roles and
norms.
Autonomy
Most of the student councils at tertiary institutions in the study population have
satisfactory autonomy regarding work methods, work scheduling and work criteria.
Leadership
Student councils at tertiary institutions in the study population are prepared to assume
their leadership roles.
Differences between biographical variables and group effectiveness,
autonomy and leadership
Perceivable differences between gender and leadership in the student councils at
tertiary institutions in the study population exist but are of no statistical significance.
The relationship between the subvariables of group effectiveness, autonomy
and leadership
It has been determined that there is a relationship between the subvariables of group
effectiveness and autonomy. No practical statistic significance relationships have
been determined between leadership and autonomy for the study population.
Further research on leadership as a process of group dynamics is recommended. / Thesis (M.A. (Industrial Psychology))--North-West University, Potchefstroom Campus, 2004.
| Identifer | oai:union.ndltd.org:NWUBOLOKA1/oai:dspace.nwu.ac.za:10394/437 |
| Date | January 2003 |
| Creators | Postma, Cornelia |
| Publisher | North-West University |
| Source Sets | North-West University |
| Detected Language | English |
| Type | Thesis |
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