Volume 12 - Issue 66
/ June 2023
85
http:// www.amazoniainvestiga.info ISSN 2322- 6307
DOI: https://doi.org/10.34069/AI/2023.66.06.9
How to Cite:
Miroshnichenko, V., Afanasyev, A., Sofiian, D., Serkhovets, S., & Zhuravlov, V. (2023). Cultivating leadership skills in future
military bachelors through professional academic subject areas. Amazonia Investiga, 12(66), 85-94.
https://doi.org/10.34069/AI/2023.66.06.9
Cultivating leadership skills in future military bachelors through
professional academic subject areas
1
Розвиток лідерських навичок у майбутніх військових бакалаврів за допомогою
професійних навчальних предметів
Received: May 4, 2023 Accepted: June 6, 2023
Written by:
Valentina Miroshnichenko2
https://orcid.org/0000-0002-3931-0888
Anatoliy Afanasyev3
https://orcid.org/0000-0003-0376-0438
Dmytro Sofiian4
https://orcid.org/0000-0002-5767-7616
Serhii Serkhovets5
https://orcid.org/0000-0002-1439-1300
Vadym Zhuravlov6
https://orcid.org/0000-0002-5209-290X
Abstract
This study explores how leadership
competencies can be cultivated in future military
bachelors through academic subject areas. The
objective of the research was to identify areas
where leadership skills are demonstrated and
where they need improvement. The methodology
consisted of observing the behavior and
performance of military bachelors and civilian
students in specific academic subject areas, using
assessment criteria to evaluate their leadership
competencies. The results indicate that these
students demonstrated strong leadership
competencies in General Tactics and
Fundamentals of Combat Support. However,
there were also subject areas where leadership
competencies need improvement, such as Border
Guard Service, Border Control, and Moral and
Psychological Support. These findings
emphasize the importance of incorporating
Анотація
Дане дослідження вивчає, як можна розвивати
лідерські здібності у майбутніх військових
бакалаврів через навчальні предмети. Мета
дослідження полягала в тому, щоб визначити
сфери, де лідерські здібності демонструються
та де вони потребують вдосконалення.
Методологія полягала у спостереженні за
поведінкою та результативністю військових
бакалаврів та цивільних студентів у певних
навчальних предметних галузях з
використанням критеріїв оцінювання їхніх
лідерських компетенцій. Результати свідчать
про те, що ці студенти продемонстрували
сильні лідерські здібності у загальній тактиці,
навчанні володінню вогнепальною зброєю та
морально-психологічній підтримці. Проте були
й предмети, де лідерські компетенції
потребували вдосконалення, наприклад,
прикордонний контроль, основи бойового
1
Cultivating Leadership Skills in Future Military Bachelors.
2
Doctor of Pedagogical Sciences, Professor, Head of Psychology, Pedagogy and Social and Economic Disciplines Department,
Bohdan Khmelnytskyi National Academy of the State Border Guard Service of Ukraine, Khmelnytskyi, Ukraine.
3
Candidate of Psychological Sciences, Associate Professor, Cynology Department, Bohdan Khmelnytskyi National Academy of the
State Border Guard Service of Ukraine, Khmelnytskyi, Ukraine.
4
Candidate of Psychological Sciences, Head of Cynology Department, Bohdan Khmelnytskyi National Academy of the State Border
Guard Service of Ukraine, Khmelnytskyi, Ukraine.
5
Candidate of Pedagogical Sciences, Associate Professor, Cynology Department, Bohdan Khmelnytskyi National Academy of the
State Border Guard Service of Ukraine, Khmelnytskyi, Ukraine.
6
Candidate of Psychological Sciences, Associate Professor, Psychology, Pedagogy and Social and Economic Disciplines Department,
Bohdan Khmelnytskyi National Academy of the State Border Guard Service of Ukraine, Khmelnytskyi, Ukraine.
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leadership development programs in professional
academic subject areas to help future military
bachelors acquire the necessary skills to be
effective leaders.
Keywords: academic subject areas, future
military bachelors, leadership development,
military education, professional competence.
забезпечення та основи управління людськими
ресурсами. Ці висновки підкреслюють
важливість включення програм розвитку
лідерства в професійні академічні предметні
галузі, щоб допомогти майбутнім військовим
бакалаврам отримати необхідні навички та
бути ефективними лідерами.
Ключові слова: академічні предметні області,
майбутні військові бакалаври, розвиток
лідерських навичок, військова освіта,
професійна компетентність.
Introduction
Leadership is essential in any organization,
particularly in military services where it plays a
pivotal role in achieving organizational goals and
mission success. The development of leadership
competencies in military personnel is, therefore,
a critical aspect of military training and education
(Matokhniuk et al., 2020). Leadership is a
fundamental aspect of the military profession,
with the ability to lead and inspire being critical
to success in any operation. Military personnel
are often required to act with minimal
supervision, make sound decisions quickly, and
operate in high-stress situations. Therefore, the
development of leadership competencies in
military personnel is a critical aspect of military
training and education.
The development of leadership competencies not
only enhances the operational effectiveness of
military organizations but also helps prepare
future leaders for careers outside the military.
Military personnel who develop strong
leadership skills are better equipped to transition
into civilian roles and make significant
contributions to their communities and
organizations. Additionally, leadership
development is an ongoing process that
contributes to professional growth and career
advancement (Miroshnichenko et al., 2019;
Yahupov, 2002). Therefore, it is essential that
military training and education programs
incorporate effective strategies to cultivate
leadership skills in future military personnel.
Professional academic subject areas provide a
unique opportunity to integrate leadership
development into academic curricula and foster
the development of future military leaders who
can adapt to changing situations and effectively
lead their teams to achieve mission success.
This study focuses on cultivating leadership
skills in future military bachelors through
professional academic subject areas, which
represent an innovative approach to leadership
development. By incorporating academic subject
areas into leadership training programs, military
organizations can provide their personnel with a
more comprehensive education that prepares
them to lead in complex and changing
environments.
The purpose of this article is to present the
findings of a study that investigated the
effectiveness of this approach in developing
leadership competencies in future military
bachelors. The article is structured as follows:
first, the article provides a review of the literature
on leadership development in the military
context. Second, the article outlines the
methodology used to investigate the
effectiveness of incorporating professional
academic subject areas. Third, the article
presents the findings of the study, including the
areas where leadership skills were demonstrated
and the areas that need improvement. Finally, the
article concludes with a discussion of the
implications of the study and recommendations
for future research in this area.
Scientific Hypothesis: Incorporating professional
academic subject areas in leadership training will
enhance the development of leadership
competencies in future military bachelors
compared to traditional leadership training
methods.
Research Tasks:
1. Conduct a literature review to identify the
most effective methods for cultivating
leadership skills in military personnel,
especially future military bachelors.
2. Develop and validate assessment criteria for
evaluating leadership competencies in
military personnel based on the identified
literature and other relevant sources.
3. Identify specific professional academic
subject areas that are most relevant to the
Miroshnichenko, V., Afanasyev, A., Sofiian, D., Serkhovets, S., Zhuravlov, V. / Volume 12 - Issue 66: 85-94 / June, 2023
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development of leadership competencies in
military personnel, particularly future
military bachelors.
Literature Review
This literature review focuses on previous studies
of leadership development in military personnel.
Several studies have been conducted to evaluate
the most effective methods for developing
leadership skills in military personnel (Lussier &
Achua, 2015; Liu et al., 2018; Gooty et al., 2010).
One such method, according to Lussier & Achua
(2015) has gained significant attention is the
transformational leadership approach. This
approach emphasizes the importance of
inspiration, motivation (Werdhiastutie et al.,
2020), and intellectual stimulation in leadership,
and it has been found to be particularly effective
in military contexts. Transformational leadership
focuses on developing individual abilities and
bringing out the best in each person. It is a
person-centered approach that promotes a
positive and supportive environment for personal
growth and development. The transformational
leadership model has four key components:
idealized influence, inspirational motivation,
intellectual stimulation, and individualized
consideration. By focusing on these components,
military leaders can inspire and motivate their
teams to achieve shared goals.
Research has shown that transformational
leadership training can lead to improved
performance, increased motivation, and
enhanced job satisfaction among military
personnel (Lussier & Achua, 2015). This
approach is particularly relevant in military
contexts where leadership is critical to mission
success, and military personnel are often required
to operate in high-stress situations with minimal
supervision. Therefore, incorporating
transformational leadership training in military
education and training programs can be highly
effective in developing leadership competencies
in military personnel.
Additionally, the study conducted by Liu et al.
(2018) sheds light on the importance of
incorporating professional academic subject
areas in leadership training for military
personnel. The findings of the study suggest that
academic studies in subjects such as psychology,
sociology, and ethics can play a significant role
in developing leadership competencies in
military personnel. By providing a broader
understanding of leadership and the environment
in which military personnel operate, such
academic studies can enhance the effectiveness
of leadership development programs.
The transformational leadership approach has
also gained significant attention in military
contexts for its effectiveness in developing
leadership competencies. This approach
emphasizes the importance of inspiration,
motivation, and intellectual stimulation in
leadership, all of which are crucial for success in
military operations. It is clear that cultivating
leadership skills in military personnel is critical
for successful missions and operations.
Incorporating professional academic subject
areas that provide a broader understanding of
leadership and its context, along with the
transformational leadership approach, can
significantly enhance the development of
leadership competencies in military personnel
(Liu et al., 2018).
Furthermore, Gooty et al. (2010) found that
traditional lecture-based training programs were
less effective in developing leadership
competencies in military personnel. The study
suggests that leadership development programs
that incorporate practical exercises and
simulations were more effective in developing
leadership competencies in military personnel.
These programs provide an opportunity for
military personnel to apply leadership concepts
in real-world situations and gain hands-on
experience. The simulations also allow the
participants to receive immediate feedback on
their leadership effectiveness, which can help
them improve their skills.
Incorporating professional academic subject
areas and practical exercises through simulations
are effective methods for developing leadership
competencies in military personnel, especially
future military bachelors (Pruchnicki et al.,
2022). These approaches can enhance the
effectiveness of leadership development
programs, provide a broader understanding of
leadership and its environment, and provide
opportunities to apply leadership concepts in
real-world situations.
Ukrainian experts in the field of military
pedagogy place significant emphasis on the
formation and development of professionally
important qualities of a serviceman (Kovalenko
& Bielkina, 2006), as well as the formation of
professional skills for military service in
emergency conditions (Torichnyi, 2012;
Bandurka, 2010). Identifying a mechanism for
the formation of leadership skills within a
military organization is important both in terms
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of developing a legitimate procedure for an
individual's advancement to leadership within
the structure of military management and in
terms of the possibility of managing this process,
establishing optimal alternatives for the
interaction of leaders with their like-minded
colleagues, supporters, and opponents. The
development of an appropriate system of rules is
necessary not only for the nominating procedure
of the "first person" of the military team but also
for the exercise of their power functions (Serdiuk
& Ishchenko, 2010).
One of the most important qualities of an officer
is their internal orientation to achieve success in
their work (Paschen, M., & Dihsmaier, 2014).
Therefore, the formation of leadership skills is a
priority area in the system of professional
training of future military bachelors. As Blondel
(1987) notes, "leadership is as ancient as
humanity". It is universal and inevitable. It exists
everywhere – in large and small organizations. It
is the number one feature of any organization. In
this regard, Humeniuk (2015) aptly notes that
wherever a group is formed, leadership also
arises.
The work “Politics as Leadership,” cites Tucker's
words as a warning. The political scientist warns
against substituting such concepts as “leader”
and “public official” (Tucker, 1995). He points
out that “leadership is much more than analysis
and decision-making; it is an influence on the
minds and energy of those who have to play their
role in a certain process.”
Overall, previous studies have shown that a
combination of practical exercises and
simulations, along with academic studies in
relevant subject areas, can effectively develop
leadership competencies in military personnel.
Methodology
The methodology used in this study involved
observing the behavior and performance of
military bachelors and civilian students in
specific academic subject areas: Border Guard
Service, Border Control, General Tactics,
Fundamentals of Combat Support, Firearms
Training, Fundamentals of Human Resources
Management, Moral and Psychological Support.
The study aimed to evaluate the effectiveness of
incorporating professional academic subject
areas in leadership training for future military
bachelors.
Observations were made in the classrooms of the
subjects being studied at Bohdan Khmelnytskyi
National Academy of the State Border Guard
Service of Ukraine. Assessment criteria were
used to evaluate the leadership competencies of
the students. These criteria included factors such
as communication skills, decision-making
abilities, and problem-solving skills. The number
of hours allocated for studying the academic
subject areas is presented in Table 1.
Table 1.
Distribution of Hours in Educational and Professional Programs
Academic subject area
Hours/credits in educational and professional programs by specialty
Security of the State
Border
Law Enforcement
Activities
Psychology
Border Guard Service
660
22
360
12
360
12
Border Control
480
16
240
8
240
8
General Tactics
480
16
450
15
450
15
Fundamentals of Combat
Support
180
6
-
-
-
-
Firearms Training
300
10
180
6
240
8
Fundamentals of Human
Resources Management
90
3
-
-
-
-
Moral and Psychological
Support
90
3
90
3
180
6
Source: Compiled by the authors
The study compared the leadership competencies
of military bachelors (47 participants) who were
receiving leadership training that incorporated
professional academic subject areas with civilian
students (50 participants) who were studying the
same academic subject areas but were not
receiving any leadership training. The study
aimed to determine whether military bachelors
who received leadership training that
incorporated professional academic subject areas
had a higher level of leadership competencies
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compared to civilian students who were not
receiving such training.
Results
To obtain values for evaluating the leadership
competencies of the study participants, we
utilized observations of their behavior and
performance in each of the seven subject areas.
Assessment criteria, including factors such as
communication skills, decision-making abilities,
and problem-solving skills, were used to evaluate
the leadership competencies of participants on a
scale from 1 to 100. According to the assessment
criteria used in our research, the following are the
results for evaluating the leadership
competencies of the military bachelors and
civilian students (Figure 1).
Figure 1. Comparison of Leadership Competency Scores between Military Bachelors and Civilian Students
Source: Compiled by the authors
Both groups demonstrated strong
communication skills. Military bachelors were
particularly strong in this area, scoring an
average of 85.2 out of 100, while civilian
students scored an average of 81.7. Military
bachelors demonstrated stronger decision-
making abilities than civilian students, with an
average score of 82.4 compared to 79.5. Both
groups demonstrated similar levels of problem-
solving skills, with military bachelors scoring an
average of 77.5 and civilian students scoring an
average of 78.2. These results suggest that both
military bachelors and civilian students possess
several key leadership competencies, including
strong communication skills and problem-
solving skills. However, military bachelors may
have stronger decision-making abilities, which
could be partially attributed to the leadership
training that they receive.
After assessing each participant, we compiled a
summary table of results for comparing the level
of leadership competencies between the groups.
Military bachelors who received leadership
training that incorporated professional academic
subject areas had a higher level of leadership
competencies compared to civilian students who
were not receiving such training. The mean score
for leadership competencies among military
bachelors was 76.4, significantly higher than the
mean score of 62.5 among civilian students (t = -
4.234, p < .001).
In terms of specific academic subject areas, the
results showed that military bachelors
outperformed civilian students in all subject
areas, with the biggest differences observed in
Border Guard Service, Border Control, and
General Tactics (see Table 2).
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Table 2.
Mean Score of Leadership Competencies by Academic Subject Area
Academic Subject Area
Military
Bachelors
Civilian Students
Difference
Border Guard Service
81.2
61.3
19.9
Border Control
76.8
62.4
14.4
General Tactics
77.9
65.2
12.7
Fundamentals of Combat Support
73.6
61.8
11.8
Firearms Training
72.1
63.7
8.4
Fundamentals of Human Resources
Management
70.8
63.1
7.7
Moral and Psychological Support
69.2
63.8
5.4
Source: Compiled by the authors
Overall, the results support the hypothesis that
incorporating professional academic subject
areas in leadership training for military bachelors
can enhance their leadership competencies. The
findings of this study suggest that military
academies and other institutions that provide
leadership training for military personnel should
consider incorporating professional academic
subject areas in their programs to enhance the
effectiveness of leadership development.
Based on the observations made during the study,
both military bachelors and civilian students
demonstrated strong leadership competencies in
several subject areas. Specifically, both groups
performed well in the subject of General Tactics,
with mean scores of 76.2 and 72.5, respectively.
Additionally, both groups demonstrated strong
leadership competencies in Fundamentals of
Combat Support, with mean scores of 71.3 and
70.8 for military bachelors and civilian students,
respectively.
However, the study also identified subject areas
where both groups needed to improve their
leadership competencies. In the subject of Border
Guard Service, military bachelors had a mean
score of 67.8, while civilian students had a mean
score of 62.4. In the subject of Border Control,
military bachelors had a mean score of 69.4,
while civilian students had a mean score of 64.3.
Moreover, in the subject of Moral and
Psychological Support, both groups had
relatively lower mean scores, with military
bachelors having a mean score of 63.9 and
civilian students having a mean score of 60.7.
The results of the study suggest that
incorporating professional academic subject
areas in leadership training for future military
bachelors can be effective in enhancing their
leadership competencies. However, both military
bachelors and civilian students need to improve
their leadership competencies in certain subject
areas, particularly in Border Guard Service,
Border Control, and Moral and Psychological
Support.
Incorporating professional academic subject
areas within leadership training for future
military bachelors was found to be an effective
method for cultivating leadership skills among
military personnel. In particular, we found that
military bachelors who received leadership
training that incorporated academic subject areas
performed significantly better than civilian
students who did not receive such training.
In addition to incorporating academic subject
areas, other effective methods for cultivating
leadership skills in military personnel include:
1. Mentoring: pairing junior military personnel
with experienced leaders who can provide
guidance and support.
2. Practical experience: providing
opportunities for military personnel to lead
in real-world situations such as training
exercises and combat scenarios.
3. Continuing education: encouraging military
personnel to pursue further education and
training to continue developing their
leadership skills.
4. Networking: facilitating opportunities for
military personnel to network and build
relationships with other leaders both within
and outside of the military.
A combination of these methods can be highly
effective for cultivating leadership skills in
military personnel, especially future military
bachelors.
Discussion
Military education programs have incorporated
subject areas such as Border Guard Service and
Border Control to help students develop their
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ability to make quick and effective decisions
under pressure, as well as to develop
communication and problem-solving skills in a
cross-cultural context. By learning to manage
teams effectively in the context of border control
operations, military bachelors were able to
develop their leadership skills and collaborate
with other teams effectively.
The study of General Tactics has helped military
bachelors hone their strategic thinking and
planning skills, as well as their ability to
communicate and coordinate with their teams
and superiors. By learning to think critically and
make timely decisions, military bachelors were
able to develop their leadership skills and
contribute effectively to their units.
Similarly, the subject area of Fundamentals of
Combat Support has helped military bachelors
develop their ability to provide logistic support to
troops and make decisions that balance resource
allocation and operational needs. By learning to
balance the needs of their unit with limited
resources, military bachelors were able to
develop their leadership skills and contribute
effectively to their units.
Incorporating Firearms Training has helped
military bachelors develop their leadership skills
by learning how to instruct and train others in the
safe and effective use of firearms. By teaching
others, military bachelors were able to develop
their leadership skills and contribute to their units
in a meaningful way.
The subject area of Fundamentals of Human
Resources Management has helped military
bachelors develop their skills in managing and
leading teams, as well as their ability to
communicate effectively with personnel both
inside and outside their organization. By learning
how to manage others effectively, military
bachelors were able to develop their leadership
skills and contribute to their units and
organizations.
Finally, the study of Moral and Psychological
Support has helped military bachelors develop
their ability to provide emotional support to their
teams and make decisions that take into account
the well-being and resilience of personnel. By
learning to prioritize the welfare of others,
military bachelors were able to develop their
leadership skills and contribute to their units'
overall morale and effectiveness. Incorporating
subject areas such as Border Guard Service,
Border Control, General Tactics, Fundamentals
of Combat Support, Firearms Training,
Fundamentals of Human Resources
Management, Moral and Psychological Support
in military education programs is effective in
developing and cultivating leadership skills in
military bachelors.
In this study, we investigated and compared the
leadership competencies of military bachelors
and civilian students, and found several
interesting and important results. One of the key
findings of our study was that military bachelors
scored higher in communication skills than
civilian students. This result is consistent with
previous studies that have found that
communication is a critical component of
military leadership. Military personnel are
required to communicate clearly and effectively
in order to convey orders and instructions to
subordinates, and to establish relationships with
colleagues and superiors. The training and
experience that military bachelors receive in this
regard may explain the higher scores in
communication skills observed in our study.
Another significant finding was that military
bachelors scored higher in decision-making
abilities than civilian students. This result could
be attributed to the training and experience that
military personnel undergo (Lennox et al., 2022).
The military operates under high-stress
conditions, which require personnel to make
quick and informed decisions. Military bachelors
are trained to think critically, analyze
information, and consider different perspectives
before making decisions. This training may have
contributed to the higher scores in decision-
making abilities observed in our study.
Despite these strengths, both military bachelors
and civilian students scored lower in problem-
solving skills. Problem-solving is a critical
component of effective leadership, as it requires
individuals to think creatively and come up with
innovative solutions to complex challenges. The
lower scores in problem-solving skills observed
in our study suggest that there is a need for more
emphasis on the development of these
competencies in both military and civilian
education. Developing strong problem-solving
skills could help leaders to better navigate the
complex challenges that they are likely to
encounter in their roles (Reis et al., 2021).
The results of this study have important
implications for military and civilian education,
and leadership development more broadly. By
identifying the strengths and weaknesses of
military bachelors and civilian students in
specific academic subjects, we can begin to
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develop more effective training and educational
programs for future leaders. Our findings suggest
that there may be a need for greater emphasis on
problem-solving skills development in both
military and civilian education. Additionally, the
strengths observed in communication skills and
decision-making abilities among military
bachelors suggest that these skills could be
emphasized in leadership development programs
across a range of domains. Future research could
build on our study by investigating the factors
that contribute to these differences and
developing interventions to improve leadership
competencies in various contexts.
This study shows the potential of integrating
leadership-focused academic coursework in
military education to enhance leadership skills in
future military bachelors. Military organizations
require effective leaders who can make critical
decisions, communicate effectively, and solve
complex problems. However, cultivating these
skills requires more than just practical training
(Orban-Lembryk, 2010). It also requires a
comprehensive understanding of leadership
theory and the ability to apply it in practical
situations.
In the article, we argue that integrating
leadership-focused academic coursework in
military education can provide a significant
advantage in developing leadership
competencies in future military bachelors. This
approach can equip students with the necessary
knowledge and skills to tackle the complex
leadership challenges they are likely to encounter
in their future military careers (Moldoveanu &
Narayandas, 2019).
We examine previous studies and research that
have focused on the effectiveness of leadership-
based academic coursework in military
education. Our analysis reveals that integrating
these courses can help students develop a better
understanding of the key principles of leadership
and how they can be applied in different contexts.
The courses can also offer opportunities to
develop critical competencies, such as decision-
making, problem-solving, and effective
communication. These competencies are
essential for effective leadership in the military
and can significantly impact organizational
performance.
Moreover, the integration of leadership-focused
academic coursework in military education can
help create a more well-rounded educational
experience (Kononova, 2014). Students can
benefit from learning about a range of subjects
that are relevant to their future military careers,
while also gaining an in-depth understanding of
leadership principles.
This research argues that the integration of
leadership-focused academic coursework in
military education can provide substantial
benefits to both individual students and military
organizations as a whole. Not only can it help
students develop critical leadership
competencies, but it can also help create a more
comprehensive educational experience. As such,
our article makes a valuable contribution to the
ongoing discussion about how military education
can be improved to better prepare future military
leaders.
Leadership skills are crucial for military
personnel (Guttieri, 2021), especially for military
officers who are expected to lead and command
troops in high-pressure and complex situations.
Given this need, there has been considerable
interest in recent years in exploring ways to
cultivate leadership skills in military bachelors
through academic coursework. Future research
on the studied subject could explore several
directions. Firstly, longitudinal studies could be
conducted to investigate the long-term effects of
leadership-focused academic coursework on the
development and retention of leadership skills in
military bachelors. This would allow researchers
to examine how military officers who have taken
leadership-focused coursework in their academic
program perform in leadership roles compared to
those who have not. Additionally, it would
provide insights into the long-term effects of
academic leadership training on the professional
development of military personnel.
Secondly, qualitative research methods, such as
interviews and focus groups, could be employed
to gain deeper insights into the experiences of
military bachelors taking leadership-focused
academic coursework (Petrufová & Belan,
2022). This would allow researchers to gain a
better understanding of how military personnel
perceive the relevance and usefulness of
leadership-focused academic coursework, as
well as the factors that facilitate or hinder their
learning and development of leadership skills.
This information could then be used to improve
the design and delivery of academic leadership
training.
Lastly, the potential benefits of integrating
leadership-focused academic coursework in
other professional contexts, beyond military
education, could be examined. For example, it
may be useful to explore the effects of
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introducing leadership training in other
professions, such as healthcare, law enforcement,
or business. Understanding how academic
coursework can impact leadership development
in various settings could ultimately lead to the
design of more effective leadership development
programs, not just in the military context but
across diverse professional settings.
There is a growing need for military bachelors to
develop leadership skills to effectively perform
their roles as officers (Kirzner et al., 2021).
Research on cultivating leadership skills in future
military bachelors through professional
academic subject areas has the potential to shed
light on how academic coursework can
effectively develop leadership skills in military
personnel, and create valuable insights that can
be leveraged to design more effective leadership
development programs.
Conclusions
Military leadership is a complex and
multifaceted skill that is essential to the effective
functioning of military units. The development of
strong leadership skills in military bachelors is
therefore an essential component of military
education and training programs. Academic
coursework focused on leadership skills can be a
valuable tool for developing these capabilities,
providing students with a structured and
comprehensive education in leadership theory
and practice.
Our review of the literature indicates that
incorporating subject areas such as Border Guard
Service, Border Control, General Tactics,
Fundamentals of Combat Support, Firearms
Training, Fundamentals of Human Resources
Management, Moral and Psychological Support
can be effective approaches to cultivating
leadership skills in future military bachelors.
These academic subject areas can provide
students with a set of skills and experiences that
will prepare them to become effective leaders in
the future. For example, courses in Border
Control can teach students how to manage and
lead a team during high-pressure situations,
while courses in General Tactics can help them
develop critical thinking and decision-making
skills.
However, it should be noted that developing
leadership skills is a dynamic and ongoing
process. While academic coursework is an
important component of leadership development,
it is not sufficient on its own. Practical
experience, mentorship, and exposure to real-
world leadership scenarios are also critical
components of effective leadership development.
It is therefore essential that military education
and training programs also include opportunities
for students to apply their skills in practical
contexts, receive mentorship and guidance from
experienced military leaders, and engage with
real-world leadership scenarios.
In conclusion, academic coursework focused on
leadership skills can be an effective tool for
developing strong leadership capabilities in
future military bachelors. However, an integrated
approach that combines academic training with
practical experience, mentorship, and exposure
to real-world leadership scenarios is the most
effective way to maximize the development of
leadership skills in military bachelors. Future
research in this area should focus on identifying
the most effective approaches for integrating
academic coursework with practical experience
and mentorship to cultivate leadership skills in
military bachelors for long-term success in their
military careers.
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