Are undergraduate students prepared to lead in virtual environments? An examination of students’ preparedness for future leadership roles
Authors: Al-Fattal Anas , Lundbohm Rachel , Walker II Eddie Gene 
Published: December 2024

PurposeIn response to the COVID-19 pandemic, remote work has become widespread and shows no sign of being eliminated. Therefore, it is important to identify the skills necessary to be an effective leader in virtual environments as well as train undergraduate students to become effective virtual leaders.Design/methodology/approachThrough a Qualtrics panel drawn from the US, this study examines the perceptions of 517 undergraduate students related to virtual leadership skills and their perceived preparedness to exhibit these same skills.FindingsAlso, a paired samples t-test demonstrates the significant difference between undergraduate students’ perceptions of relevant virtual leadership skills and their perceived preparedness to exhibit those skills, specifically communication skills, technological proficiency, time management, motivating others, employee engagement, strategic thinking and self-motivation/discipline.Research limitations/implicationsThis study has limitations related to sampling error and bias. This study is subject to sampling error because the sample population utilized a panel. Respondents of this survey were members of Qualtrics panels and were signed up to receive invitations to take surveys distributed by Qualtrics panels. Therefore, it is possible that these panel members were not fully representative of the undergraduate student population. In addition, respondents may have been motivated by the incentives offered for taking the survey.Practical implicationsThe results from this study can be utilized to evaluate how to enhance these relevant skills in higher education curricula to reduce this gap between the perceived importance of the relevant skills and their perceptions of their preparedness to exhibit those skills.Social implicationsThis research also holds significant societal implications, as it highlights the need to adapt educational practices to better prepare leaders for a digitally driven workforce. Enhancing virtual leadership skills can significantly improve remote work environments, fostering a more inclusive and accessible workplace culture. Such improvements are likely to positively shift public attitudes toward remote work, facilitating broader acceptance and integration of diverse individuals into the workforce. Additionally, by enabling greater participation from individuals in remote or underserved areas and those with disabilities, these educational enhancements can dramatically improve quality of life. These changes support not only work–life balance but also well-being, promoting a more diverse and inclusive workforce. Furthermore, this research could influence public policy, advocating for comprehensive digital leadership training in educational systems, which is crucial as societies continue to navigate the increasing shift toward a digitally integrated economy.Originality/valueIn the evolving landscape of the COVID-19 pandemic, this paper gains originality in investigating this topic and providing relevant research-based implications on leadership skills in the virtual and remote work environments.