Abstract:

The purpose of this study is to explore the extent to which engaging undergraduate students in various practical and inquiry-based activities can impact their development of leadership skills. Theoretically, the literature in this sphere of influence provides a plethora of information regarding the importance of engaging students in campus activities that develop their teamwork and leadership skills. Yet, to date, the know-how of integrating teamwork and leadership skills across university programs and courses is absent from the literature, especially in the context of Saudi Arabia. The purpose of this study is three fold: First, it addresses this gap in the literature; second, it provides a theoretical and practical framework for integrating teamwork and leadership skills into the university curricula through two approaches, a standalone approach which provides a teamwork and leadership course to all university students, regardless of their majors, and an integrative approach in which students practice teamwork and leadership activities through course assignments that are discipline-specific; third, the study reports on a quantitative research that involved a survey administered to 50 students to measure the extent to which both approaches impact their development of teamwork and leadership skills. Findings indicates that both approaches are essential for developing students’ teamwork and leadership skills.

Keywords:

Inquiry-based learning, developing teamwork and leadership skills, constructivist approaches to learning.