Coaching approach as a sustainable means of improving the skills of management students

Seemann, Pe e ; Š o ko á, Zuzana; Poliako á, Adela; Biňaso á, Vladimí a;
Loučano á, E ika
A icle
Coaching app oach as a sus ainable means o imp o ing
he skills o managemen s uden s
Adminis a i e Sciences
P o ided in Coope a ion wi h:
MDPI – Mul idisciplina y Digi al Publishing Ins i u e, Basel
Sugges ed Ci a ion: Seemann, Pe e ; Š o ko á, Zuzana; Poliako á, Adela; Biňaso á, Vladimí a;
Loučano á, E ika (2024) : Coaching app oach as a sus ainable means o imp o ing he skills o
managemen s uden s, Adminis a i e Sciences, ISSN 2076-3387, MDPI, Basel, Vol. 14, Iss. 6, pp.
1-16,
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Ci a ion: Seemann, Pe e , Zuzana
Š o ko á, Adela Poliako á, Vladimí a
Biˇnaso á, and E ika Louˇcano á. 2024.
Coaching App oach as a Sus ainable
Means o Imp o ing he Skills o
Managemen S uden s. Adminis a i e
Sciences 14: 114. h ps://doi.o g/
10.3390/admsci14060114
Recei ed: 18 Ap il 2024
Re ised: 20 May 2024
Accep ed: 22 May 2024
Published: 29 May 2024
Copy igh : © 2024 by he au ho s.
Licensee MDPI, Basel, Swi ze land.
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adminis a i e
sciences
A icle
Coaching App oach as a Sus ainable Means o Imp o ing he
Skills o Managemen S uden s
Pe e Seemann 1, Zuzana Š o ko á1, Adela Poliako á1, Vladimí a Biˇnaso á2and E ika Louˇcano á3,*
1Depa men o Economics, Uni e si y o Zilina, Uni e zi na 1, 010 26 Zilina, Slo akia;
pe e [email p o ec ed] (P.S.); [email p o ec ed] (Z.Š.);
[email p o ec ed] (A.P.)
2Depa men o Indus ial Enginee ing, Uni e si y o Zilina, Uni e zi na 1, 010 26 Zilina, Slo akia;
[email p o ec ed]
3Depa men o Ma ke ing, T ade and Wo ld Fo es y, Technical Uni e si y o Z olen, T. G. Masa yka 24,
960 53 Z olen, Slo akia
*Co espondence: [email p o ec ed]
Abs ac : The impe us o he de elopmen o coaching as a p o essional manage ial ac i i y is based
on he needs and equi emen s o a mode n sus ainable socie y. This pape aims o explo e he
awa eness o academic s uden s abou he coaching app oach and o o mula e ecommenda ions
o i s applica ion in he academic en i onmen so ha s uden s a e p epa ed o he equi emen s
o p ac ice. This a icle ocuses on he iews o expe s in he ield o he coaching app oach as a
means o imp o ing communica ion in he academic en i onmen , cha ac e izes communica ion
skills and he coaching app oach, and desc ibes coaching models and hei bene i s and ba ie s.
This esea ch aims o su ey he awa eness o he coaching app oach among college and uni e si y
s uden s in Slo akia and he possibili ies o i s applica ion in he academic en i onmen . The p ima y
esea ch was ca ied ou by he inqui y me hod wi h 689 s uden s. An e alua ion o he ques ionnai e
and a s a is ical e alua ion o he es ablished hypo heses and assump ions conce ning he coaching
app oach we e conduc ed. Acco ding o he su ey, 468 s uden s, ep esen ing 68% o esponden s,
had knowledge abou coaching. Fu he mo e, 68% o s uden s had o ha e doub s abou achie ing
hei goals du ing hei s udies. Acco ding o he esul s o he su ey, only 24% o s uden s had
expe ience wi h coaching. Coope a ion wi h a coach was ega ded as bene icial o 76% o he
s uden s who had al eady expe ienced coaching lec u es who ook pa in he su ey. The p oposi ion
o he s uden s was he implemen a ion o he subjec “Founda ions o coaching”, which could be
o e ed o be augh o all s uden s a he Uni e si y o Zilina, Slo akia. The s uden s o manage ial
ields would bene i by enhancing hei leade ship skills and p o iding suppo o hei wo king
eams, comple ing hei inal hesis, sea ching o p o essional job oppo uni ies, and also coping wi h
e e yday li e and s ess ul si ua ions. Finally, we sugges he o ganiza ion o in oduc o y ull-day
wo kshops in speci ic a eas o coaching o s uden s o managemen , who a e u u e manage s. This
will help o aise he awa eness o he coaching app oach a he Uni e si y o Zilina in coope a ion
wi h he Counseling and Ca ee Cen e and i s ac i i ies.
Keywo ds: managemen ; sus ainabili y ools; coaching p ocess; communica ion; educa ional
ins i u ion; social sus ainabili y o human beings
1. In oduc ion
Manage ial communica ion is a ype o social communica ion ha akes place in he
in e nal and pa ly ex e nal en i onmen o a gi en o ganiza ion. In e ms o con en , i is
ocused on ensu ing he unc ioning o he o ganiza ion and on suppo ing he ul illmen
o se goals (Seemann 2018). This is also e lec ed in he use o speci ic means o exp ession,
communica ion ools, he a i ude o manage s and he s uc u e o he o ganiza ion’s en i e
Adm. Sci. 2024,14, 114. h ps://doi.o g/10.3390/admsci14060114 h ps://www.mdpi.com/jou nal/admsci
Adm. Sci. 2024,14, 114 2 o 16
in o ma ion sys em. I is p ima ily used by he manage s (o a eam o manage s), who
ul ill hei manage ial oles h ough communica ion.
Coaching is a sophis ica ed way o ac ing and communica ing, especially in he
ad anced managemen en i onmen o 21s cen u y leade s. Wi h his app oach, we
p o ide o he s wi h wha hey need in a gi en momen —ce ain y, unde s anding, hope,
us , con idence, mo i a ion, and ene gy. We also suppo hem in being c ea i e in inding
solu ions, making hei own decisions, and aking esponsibili y wi hin an ag eed ange o
hei compe ence.
Coaching is an ac i i y ha , due o i s e ec i eness, has jus i ica ion bo h now and
in he u u e o o ganiza ional leade ship. E e y day, mas e ing coaching echniques is
a sough -a e s eng h o no only manage s a wo k bu also subo dina es and s uden s
du ing hei s udies and e e yday li e. Mo eo e , he coaching app oach can be used
by expe ienced eache s a schools o uni e si ies, and in some places, s uden s a e e en
augh o mas e coaching p inciples.
Coaching can be de ined in many ways. The essence o coaching is helping people,
in his case, especially s uden s, o change wha hey wish o and help hem go in he
di ec ion hey wan o go, encou aging hem a e e y le el o become who hey wan o be
by building awa eness, gi ing choices, and inspi ing change (Filsinge 2014;Milne e al.
2020;Bachki o a 2016). As epo ed by Le dahl-Da is e al. (2018), coaching uni e si y
s uden s is ex emely impo an , especially because i can inc ease hei sel -con idence,
sa is ac ion wi h hei choice o s udy ield, hei awa eness o alues and compliance wi h
decision-making, hei connec ion o li e goals, and hei indi idual goal se ing and hei
achie emen . Coaching is de ined in he li e a u e in se e al ways. Some o hese de ini ions
include he idea ha coaching is an ad iso y and suppo i e p ocess (G ei e al. 2022), while
o he s emphasize goal se ing and o ganiza ional ou comes (G an 2003). Pe haps he mos
wo ld- ecognized de ini ion o coaching is ha o he In e na ional Coaching Fede a ion
(ICF 2022), which de ines coaching as “pa ne ing wi h clien s in a hough -p o oking and
c ea i e p ocess ha inspi es hem o maximize hei pe sonal and p o essional po en ial. The p ocess
o coaching o en unlocks p e iously un apped sou ces o imagina ion, p oduc i i y, and leade ship”.
Mos o hese de ini ions ha e in common he no ion ha coaching in ol es a close us ing
ela ionship be ween a coach and a clien , which is aimed a imp o ing he clien ’s esul s,
he esul s o he o ganiza ion, o bo h (Cannon-Bowe s e al. 2023).
I ocuses on high pe o mance and imp o emen a wo k, al hough i can also a ec
an indi idual’s p i a e li e. I ocuses on speci ic skills and objec i es (Boysen e al. 2021;
B esse 2013b).
Coaching is abou gaining inspi ing awa eness and skills, bu mos o all, i is abou
changing a i udes. I ocuses mainly on c ea ing, s eng hening, and de eloping posi i e
a i udes in each pe son owa d hemsel es, o he people, and hei company.
Coaching is a ela ionship be ween wo equal pa ne s— he coach and he coachee—
based on mu ual us , openness, and since i y. I is o ien ed owa d success and g ow h in
he p o essional and pe sonal li e o indi iduals and eams. The coach guides he coachee
o lis en o hemsel es, unde s and hemsel es and hei su oundings be e , se hei
ision o he u u e, de i e hei goals om his ision, and hen g adually implemen
hese goals (B esse 2013a).
The coach suppo s he coachee and uses speci ic means and s yles o communica ion.
E ec i e coaching skills a e shown in Figu e 1.
Coaching ein o ces se e al aluable quali ies, such as esponsibili y; openness and
since i y; a posi i e a i ude; he joy o wo k and li e; li e op imism; espec , ole ance, and
sensi i i y o o he people; dis ance and o esigh ; ocus on goals and p io i ies; ai ness,
sel -con ol; and sel -con idence (Lin e al. 2016;Nadeem e al. 2013;Passa elli 2015).
Adm. Sci. 2024,14, 114 3 o 16
Adm. Sci. 2024, 14, x FOR PEER REVIEW 3 o 16
Figu e 1. Coaching skills o manage s.
The coach en i ely ocuses on he clien and suppo s he clien ’s sel -exp ession,
awa eness, and p ospec s in o ac ion and lea ning. The coach also acili a es he clien ’s
au onomy in he coaching p ocess (B ion 2015; Eld idge and Dembowski 2004; Hagen
and Pe e son 2015).
Coaching is unde s ood in qui e diffe en ways. I has a wide ange o uses, om on-
he-job aining, especially o new employees, o s imula ing po en ial and as an aid in
coping wi h difficul si ua ions. I is used in diffe en cases, o diffe en pu poses, and o
achie e goals ele an o coaching, which can be help ul bo h in eaching and in applied
coaching p ac ices. To mee indi iduals’ cha ac e is ic needs, a ious coaching ap-
p oaches, s yles, and echniques a e cons an ly being de eloped and supplemen ed (Haw-
kins 2014). Coaching can success ully wo k o a g oup o a eam, oo. Examples o coach-
ing hemes and he main ypes o coaching a e shown in Figu e 2.
Coaching can be used in indi idual, g oup, o eam seings (Kim and Noh 2016;
Muñoz Obino e al. 2016; Passmo e 2009). The con ex s o he usage o coaching a e p ac-
ically unlimi ed, including managemen decisions, sel -command, wo k–li e balance, ed-
uca ion enhancemen , s ess managemen , minimizing eeling s uck, coping wi h s ess in
ela ionships, well-being, and he a ea o spo s (Pimpinelli 2017; Pullen and C ane 2011;
Rosinski 2003; Rousseau e al. 2013; Loučano á and Nosaľo á 2020). The limi ing ac o is
he ac ual need wi hin he con ex . Coaching helps wi h defining one’s goals and isions
and finding he mo i a ion, pa hways, and commi men o achie e hem. Coaching does
no p o ide knowledge o aining in he adi ional meaning. Ins ead, i acili a es one’s
de elopmen and ad oca es changes in mindse .
One o he mos impo an and sough -a e skills in he mode n wo kplace is he
abili y o coach o he s (Wang e al. 2016; Boysen e al. 2021). I is one hing o iden i y
coaching as a i al capaci y—i is ano he hing al oge he o de elop ha capaci y.
Du ing coaching, he coach uses a ious ools and models o help he coachee o
achie e hei se goals. Ac i e lis ening is an essen ial coaching compe ence ha a coach
should mas e . Ac i e lis ening means aking no e o he speake , main aining eye con ac
wi h hem, gi ing hem ull aen ion, e i ying one’s unde s anding o wha hey said,
eflec ing on he ecei ed in o ma ion, and ocusing on non e bal communica ion (She -
man and F eas 2004; Whi mo e 2010; Hills 2018; Bakhshandeh 2023).
A coach ocuses on wha hei clien s say and wha hey do no say explici ly o ully
unde s and he subjec o communica ion conce ning he gi en ci cums ances in which
he clien is, he eby suppo ing he clien in exp essing hei hough s and eelings. In
addi ion, he coach conside s he clien ’s iden i y, en i onmen , expe iences, alues, and
belie s o bee unde s and wha he clien is communica ing (Boyais e al. 2024; O’Con-
no 2023; Seemann and Repko á 2017; She man and F eas 2004; Ely e al. 2010).
Coaching
skills o
manage s
Communica ion
skills
Analy ical
skills
Human
ela ions
skills
Lis ening
Ques ioning
P o iding Ins uc ion
P o iding Feedback
Obse a ion
Analyzing
Building ela ionships
Suppo and encou agemen
En husiasm and mo i a ion
Coaching basics
üDe ined ou pu s and esul s
üPe manen eedback
üFocus on he solu ion (no he
p oblem)
üFocusing on A i udinal Changes
üChange ini ia i e
üInc easing indi idual/o ganiza ional
pe o mance
Figu e 1. Coaching skills o manage s.
The coach en i ely ocuses on he clien and suppo s he clien ’s sel -exp ession,
awa eness, and p ospec s in o ac ion and lea ning. The coach also acili a es he clien ’s
au onomy in he coaching p ocess (B i on 2015;Eld idge and Dembowski 2004;Hagen
and Pe e son 2015).
Coaching is unde s ood in qui e di e en ways. I has a wide ange o uses, om
on- he-job aining, especially o new employees, o s imula ing po en ial and as an aid in
coping wi h di icul si ua ions. I is used in di e en cases, o di e en pu poses, and o
achie e goals ele an o coaching, which can be help ul bo h in eaching and in applied
coaching p ac ices. To mee indi iduals’ cha ac e is ic needs, a ious coaching app oaches,
s yles, and echniques a e cons an ly being de eloped and supplemen ed (Hawkins 2014).
Coaching can success ully wo k o a g oup o a eam, oo. Examples o coaching hemes
and he main ypes o coaching a e shown in Figu e 2.
Coaching can be used in indi idual, g oup, o eam se ings (Kim and Noh 2016;
Muñoz Obino e al. 2016;Passmo e 2009). The con ex s o he usage o coaching a e
p ac ically unlimi ed, including managemen decisions, sel -command, wo k–li e balance,
educa ion enhancemen , s ess managemen , minimizing eeling s uck, coping wi h s ess
in ela ionships, well-being, and he a ea o spo s (Pimpinelli 2017;Pullen and C ane 2011;
Rosinski 2003;Rousseau e al. 2013;Louˇcano áand Nosál’o á2020). The limi ing ac o is
he ac ual need wi hin he con ex . Coaching helps wi h de ining one’s goals and isions
and inding he mo i a ion, pa hways, and commi men o achie e hem. Coaching does
no p o ide knowledge o aining in he adi ional meaning. Ins ead, i acili a es one’s
de elopmen and ad oca es changes in mindse .
One o he mos impo an and sough -a e skills in he mode n wo kplace is he
abili y o coach o he s (Wang e al. 2016;Boysen e al. 2021). I is one hing o iden i y
coaching as a i al capaci y—i is ano he hing al oge he o de elop ha capaci y.
Du ing coaching, he coach uses a ious ools and models o help he coachee o
achie e hei se goals. Ac i e lis ening is an essen ial coaching compe ence ha a coach
should mas e . Ac i e lis ening means aking no e o he speake , main aining eye con ac
wi h hem, gi ing hem ull a en ion, e i ying one’s unde s anding o wha hey said,
e lec ing on he ecei ed in o ma ion, and ocusing on non e bal communica ion (She man
and F eas 2004;Whi mo e 2010;Hills 2018;Bakhshandeh 2023).
A coach ocuses on wha hei clien s say and wha hey do no say explici ly o ully
unde s and he subjec o communica ion conce ning he gi en ci cums ances in which he
clien is, he eby suppo ing he clien in exp essing hei hough s and eelings. In addi ion,
he coach conside s he clien ’s iden i y, en i onmen , expe iences, alues, and belie s o
be e unde s and wha he clien is communica ing (Boya zis e al. 2024;O’Conno 2023;
Seemann and Repko á2017;She man and F eas 2004;Ely e al. 2010).
Adm. Sci. 2024,14, 114 4 o 16
Adm. Sci. 2024, 14, x FOR PEER REVIEW 4 o 16
Figu e 2. Coaching hemes and main ypes o coaching.
Asking ques ions is ano he c ucial coaching skill. Diffe en manage ial si ua ions
equi e u he ques ions. P ope ly asked coaching ques ions can be cha ac e ized by
h ee poin s: hey a e simple; hey a e based on a pa icula sys em, wi h specific ques ions
on goals, hei cu en s a e, and he sea ch o possibili ies; hey a e designed o ha e a
posi i e impac on he clien . The ques ions a e mainly used o define he clien ’s goal. The
coach helps o c ea e a comp ehensi e and de ailed desc ip ion o he clien ’s a ge s a e,
whe e he p oblems a e al eady sol ed. Expe ienced coaches begin coaching in e iews
wi h ela i ely b oad ques ions du ing mos coaching p ocesses. As he in e iew p o-
g esses, he ques ions g adually ocus on he de ails, and he coach uses open-ended ques-
ions (Boyais e al. 2024; O’Conno 2023; O’Conno e al. 2022; Lou idas e al. 2022; A -
kinson e al. 2022; Seemann and Repko á 2017).
Acco ding o John Whi mo e, one o he ounde s o coaching (Whi mo e 2010), he
coach does no ob ain he in o ma ion o use i o hemsel es. Ins ead, he ques ions’ pu -
pose is o de e mine i he clien has he in o ma ion he o she needs. Howe e , he an-
swe s he coach ecei es o en show him o he whe e o ocus he ollowing ques ions.
The meaning o coaching ques ions is in sea ching o possibili ies and no in finding
he answe s. Thei job is o help hem ake esponsibili y o hei own goals and esul s,
no o ell he coachee wha exac ly o do.
The GROW model, named by John Whi mo e (2010), is a anspa en sys em o ques-
ions linked o o he me hods o people managemen . I is a non-di ec i e coaching
me hod ha lea es finding he solu ions solely up o he coachee. I assumes ha e e y
pe son has g ea po en ial, which is mos ly no ully u ilized. The model deduces ha he
Figu e 2. Coaching hemes and main ypes o coaching.
Asking ques ions is ano he c ucial coaching skill. Di e en manage ial si ua ions
equi e u he ques ions. P ope ly asked coaching ques ions can be cha ac e ized by h ee
poin s: hey a e simple; hey a e based on a pa icula sys em, wi h speci ic ques ions on
goals, hei cu en s a e, and he sea ch o possibili ies; hey a e designed o ha e a posi i e
impac on he clien . The ques ions a e mainly used o de ine he clien ’s goal. The coach
helps o c ea e a comp ehensi e and de ailed desc ip ion o he clien ’s a ge s a e, whe e
he p oblems a e al eady sol ed. Expe ienced coaches begin coaching in e iews wi h
ela i ely b oad ques ions du ing mos coaching p ocesses. As he in e iew p og esses,
he ques ions g adually ocus on he de ails, and he coach uses open-ended ques ions
(Boya zis e al. 2024;O’Conno 2023;O’Conno e al. 2022;Lou idas e al. 2022;A kinson
e al. 2022;Seemann and Repko á2017).
Acco ding o John Whi mo e, one o he ounde s o coaching (Whi mo e 2010), he
coach does no ob ain he in o ma ion o use i o hemsel es. Ins ead, he ques ions’
pu pose is o de e mine i he clien has he in o ma ion he o she needs. Howe e , he
answe s he coach ecei es o en show him o he whe e o ocus he ollowing ques ions.
The meaning o coaching ques ions is in sea ching o possibili ies and no in inding
he answe s. Thei job is o help hem ake esponsibili y o hei own goals and esul s,
no o ell he coachee wha exac ly o do.
The GROW model, named by John Whi mo e (2010), is a anspa en sys em o
ques ions linked o o he me hods o people managemen . I is a non-di ec i e coaching
me hod ha lea es inding he solu ions solely up o he coachee. I assumes ha e e y
pe son has g ea po en ial, which is mos ly no ully u ilized. The model deduces ha he
esponsibili y o he p ocess ou come es s wi h he coached pe son, who de e mines he
con en o he p ocess (She man and F eas 2004;S o ko a e al. 2015).

Adm. Sci. 2024,14, 114 5 o 16
I he coach wan s o s uc u e coaching using he GROW model, hey should i s
discuss he goal wi h he coachee. The coach and he coachee mus look a he beha io ,
ac i i y, o skill ha he coachee wan s o change, and hen s uc u e his change as a goal
hey would p e e o achie e oge he (Beneso a 2016;Benne 2021;Blancha d 2018).
I is necessa y o make su e ha he goal is SMART. This means he goal ha is speci ic,
measu able, achie able, ele an , and ime-bound (Boyle e al. 2021).
Team coaching in ol es a single coach—a ained eam leade —wo king wi h a g oup
o manage s o execu i es (B ennan and Hellbom 2016;Daˇnko á2013). The e a e o en
wo (o mo e) coaches o acili a e he eam coaching p ocess (Figu e 3).
Adm. Sci. 2024, 14, x FOR PEER REVIEW 5 o 16
esponsibili y o he p ocess ou come es s wi h he coached pe son, who de e mines he
con en o he p ocess (She man and F eas 2004; S oo a e al. 2015).
I he coach wan s o s uc u e coaching using he GROW model, hey should fi s
discuss he goal wi h he coachee. The coach and he coachee mus look a he beha io ,
ac i i y, o skill ha he coachee wan s o change, and hen s uc u e his change as a goal
hey would p e e o achie e oge he (Beneso a 2016; Benne 2021; Blancha d 2018).
I is necessa y o make su e ha he goal is SMART. This means he goal ha is spe-
cific, measu able, achie able, ele an , and ime-bound (Boyle e al. 2021).
Team coaching in ol es a single coach—a ained eam leade —wo king wi h a
g oup o manage s o execu i es (B ennan and Hellbom 2016; Daňko á 2013). The e a e
o en wo (o mo e) coaches o acili a e he eam coaching p ocess (Figu e 3).
Figu e 3. Team coaching.
When he coaching app oach is used by managemen and he majo i y o leade s in
an o ganiza ion, a coaching cul u e may be c ea ed. The benefi s o in oducing a coaching
cul u e in a global o ganiza ion a e:
 A posi i e impac on he s a egic objec i es o o ganiza ions, leading o imp o ed
business esul s (Passmo e 2009; Pimpinelli 2017; Pullen and C ane 2011);
 In oducing coaching compe encies is a s a egy o c ea e an adap i e wo kplace cul-
u e commied o an ongoing de elopmen and lea ning p ocess (Rosinski 2003;
Rousseau e al. 2013);
 Significan ly educed s aff u no e , inc eased p oduc i i y, and highe le el o em-
ployees’ sa is ac ion a wo k;
 The p omo ion o open communica ion, he building o us and espec , and he
imp o emen o wo king ela ionships (Wang e al. 2016);
 A mo e conscious ocus on hei people, e en i i may no be di ec ly measu able in
e ms o financial issues (Boysen e al. 2021).
Acco ding o he In e na ional Coach Fede a ion (Boysen e al. 2021), one can achie e
he ollowing h ough coaching:
 S a is ics such as 62.4% bee a ge seings, 60.5% mo e balanced li e, 57.1% less
s ess, 52.4% mo e sel -confidence, 44.3% bee quali y o li e, and 25.7% highe in-
come;
 I he coach is fi mly con inced ha he coachee has sufficien po en ial and espon-
sibili y, hen he o she needs he expe ise o enable his o he coaching (Whi mo e
2010; Boysen e al. 2023).
I is also necessa y o be awa e o he isks and difficul ies ha a e pa o coaching.
Du ing he in-dep h p ocess, coaches may also disco e some hing o which he clien is
Figu e 3. Team coaching.
When he coaching app oach is used by managemen and he majo i y o leade s in
an o ganiza ion, a coaching cul u e may be c ea ed. The bene i s o in oducing a coaching
cul u e in a global o ganiza ion a e:
•
A posi i e impac on he s a egic objec i es o o ganiza ions, leading o imp o ed
business esul s (Passmo e 2009;Pimpinelli 2017;Pullen and C ane 2011);
•
In oducing coaching compe encies is a s a egy o c ea e an adap i e wo kplace
cul u e commi ed o an ongoing de elopmen and lea ning p ocess (Rosinski 2003;
Rousseau e al. 2013);
•
Signi ican ly educed s a u no e , inc eased p oduc i i y, and highe le el o em-
ployees’ sa is ac ion a wo k;
•
The p omo ion o open communica ion, he building o us and espec , and he
imp o emen o wo king ela ionships (Wang e al. 2016);
•
A mo e conscious ocus on hei people, e en i i may no be di ec ly measu able in
e ms o inancial issues (Boysen e al. 2021).
Acco ding o he In e na ional Coach Fede a ion (Boysen e al. 2021), one can achie e
he ollowing h ough coaching:
•
S a is ics such as 62.4% be e a ge se ings, 60.5% mo e balanced li e, 57.1% less
s ess, 52.4% mo e sel -con idence, 44.3% be e quali y o li e, and 25.7% highe
income;
•
I he coach is i mly con inced ha he coachee has su icien po en ial and esponsi-
bili y, hen he o she needs he expe ise o enable his o he coaching (Whi mo e 2010;
Boysen e al. 2023).
I is also necessa y o be awa e o he isks and di icul ies ha a e pa o coaching.
Du ing he in-dep h p ocess, coaches may also disco e some hing o which he clien is
ashamed o igh ened. To some ex en , such a conce n is needed because o he change ha
is abou o ake place. The coach mus be p epa ed o his and ensu e a sa e en i onmen
Adm. Sci. 2024,14, 114 6 o 16
o coaching (Plo kina and S i Ramalu 2024;Ny oudi and Tasoulis 2021;Okeke e al. 2021;
Reynolds 2020;Seemann and Repko á2017). Howe e , se e al au ho s d aw a en ion
o sel -help coaching, which is he subjec o c i icism all o e he wo ld. The na u e o
his c i icism is ha you canno ask you sel he p ope (some imes su p ising) ques ions.
Mo eo e , i you do ask you sel he igh ques ions, you a e limi ed in inding mul iple
high-quali y answe s based on a us ing ela ionship and pa ience. A coach p o ides
silence o c ea e he space o you o e lec and look o he answe s.
An o ganiza ion ha adop s a coaching cul u e will also gain highe pe o mance
and p oduc i i y le els; human de elopmen ; a be e abili y o lea n; be e ela ionships;
highe quali y o li e; mo e ime o he manage ; hough leade s; be e use o people,
hei abili ies, and skills; mo e esou ces; as e and mo e e ec i e esponses o h ea s;
g ea e lexibili y and adap abili y o change; mo e mo i a ed employees; cul u e change;
and widely usable and i al abili y (Dassen 2015;Dembkowski e al. 2009;G an 2009).
To sum up, he coaching cul u e con ibu es o he sus ainabili y and de elopmen o an
o ganiza ion’s s a and i s cul u e.
In he ollowing su ey, we s udy how in o med and expe ienced uni e si y s u-
den s a e wi h he coaching app oach, especially hose o manage ial ields/subjec s—
u u e leade s.
2. Resul s
The main goal o he su ey was o assess awa eness o he coaching app oach and he
possibili y o i s applica ion in an academic en i onmen . Ano he goal was o de e mine
whe he he esponden s had expe ienced coaching o would ecommend i , and i hey
had no expe ience wi h i , whe he hey would be in e es ed in he coaching p ocess. The
inal goal was o ind ou whe he he esponden s would be in e es ed in signing up and
comple ing he s udy subjec o “Founda ion o coaching” a hei college o uni e si y.
The ollowing assump ions we e es ablished o ul ill he indi idual goals:
Assump ion no. 1: A o al o 75% o he esponden s ha e doub s abou achie ing
some goals du ing hei s udies.
Assump ion no. 2: A o al o 90% o he esponden s ha e had no coaching expe ience
(ha e no wo ked wi h a p o essional coach).
Assump ion no. 3: A o al o 80% o he esponden s who ha e had expe ience wi h
coaching ha e a posi i e imp ession o wo king wi h a p o essional coach.
Assump ion no. 4: Mo e han 60% o he esponden s would be in e es ed in s udying
he subjec o coaching a uni e si ies.
Acco ding o he esul s, we ound ha 69% o he esponden s had o ha e doub s
abou achie ing hei goals du ing hei s udies. Based on he su ey esul s, 75% o
he esponden s ha e had no expe ience wi h coaching o ha e ne e wo ked wi h a
p o essional coach. The e o e, we can claim ha his assump ion was no me . Fo he
76% o esponden s who ha e wo ked wi h a coach, i was bene icial o e y bene icial.
They ha e a posi i e imp ession o coope a ion wi h a p o essional coach. A o al o 71% o
he esponden s would like o implemen he subjec o “Founda ion o Coaching” a hei
uni e si y o college s udy p og am. Acco ding o he esul s o he su ey, his assump ion
was me .
Ques ion No. 1: Wha do you hink he e m coaching means?
Acco ding o he su ey, we ound ha 68% (468 s uden s) we e awa e o coaching,
as hei answe s o his ques ion we e co ec . On he o he hand, we ound ha 32%
(221 s uden s) did no know abou coaching because hei esponses we e inco ec . The
pa icipan s in he su ey ega ded coaching as: managemen (28.16%), aining (15.09%),
guidance (11.90%), men o ing (4.21%), managemen (3.05%), de elopmen (9.58%), mo i-
a ion (3.77%), helping s uden s (9.87%), imp o emen (1.02%), lea ning (6.10%), suppo
(2.32%), and he p ocess o achie ing a goal using ques ions he coach asks (1.31%). Mean-
while, 1.45% o he in ol ed s uden s conside ed coaching o be he ans e o expe ience
om he coach o he coachee. Also, 2.18% o he s uden s could no answe his ques ion.
Adm. Sci. 2024,14, 114 7 o 16
Ques ion No. 2: Do you ha e expe ience—ha e you e e wo ked wi h a coach?
We ound ha some esponden s had expe ience wi h coaching and ha e been coached.
Ou o he o al numbe o esponden s, only 172 s uden s had expe ience wi h coaching,
ep esen ing 25%. Mos s uden s, 75% (517 s uden s), had no expe ience wi h coaching.
Ques ion No. 3: Would you be in e es ed in wo king wi h a p o essional coach?
Wi h his ques ion, we asked he esponden s who had no ye had expe ience wi h a
coach whe he hey would be in e es ed in wo king wi h a p o essional coach.
This ques ion was answe ed by 517 esponden s, i.e., hose esponden s who do no
ye ha e expe ience wi h coaching. A o al o 249 s uden s (48.2%) we e mo e in e es ed in
wo king wi h a coach, and 153 s uden s (29.6%) we e mo e unin e es ed in wo king wi h a
coach. A o al o 65 s uden s (12.6%) we e in e es ed in coaching, and 50 s uden s (9.7%)
we e no in e es ed in coaching.
Ques ion No. 4: Did you use he se ices o he ollowing expe s du ing you s udies?
(Op ion o ma k mul iple answe s.)
The esponden s had he op ion o ma k mul iple answe s. Mos esponden s did no
use he se ices o any expe du ing hei s udies (539 esponses). The second mos ma ked
answe s we e psychologis s (85 answe s), ca ee counselo s (31 answe s), and coaches (31
answe s). The esponden s also used he se ices o a psycho he apis (27 esponses) o
a psychia is (21 esponses). A o al o 17 esponden s also ma ked he op ion “O he ”,
sugges ing hey used he se ices o a coach, educa ional ad iso , special pedagogical
ad iso , eache , o aine when w i ing hei inal hesis. They also used counseling
se ices om hei iends, acquain ances, o classma es.
Ques ion No. 5: To wha ex en do you belie e you would achie e you goals mo e
e ec i ely when wo king wi h a coach?
As many as 461 s uden s (67%) a he belie ed and 118 s uden s (17%) belie ed ha
coope a ion wi h a coach would help hem achie e hei goals mo e e ec i ely. A o al o
85 s uden s (12%) a he did no belie e, and only 25 (4%) s uden s did no belie e ha
wo king wi h a coach would help hem achie e hei goals mo e e ec i ely.
The ollowing hypo heses we e es ablished o he ul illmen o he indi idual goals:
Hypo hesis No. 1: This hypo hesis was based on he ques ions “To wha ex en he
coope a ion wi h a coach was bene icial o you” and “Based on you expe ience wi h a
p o essional coach, would you ecommend coope a ion wi h a p o essional coach o you
iends?”
Ques ion No. 9: To wha ex en was wo king wi h a coach bene icial o you in
achie ing you goal? This ques ion was answe ed by only hose s uden s who al eady
had expe ience wi h coaching, and he e o e, he o al numbe o esponses was 172. Fo
76 s uden s (44%), coope a ion wi h a coach in achie ing hei goal was bene icial, and o
55 s uden s (32%), coope a ion wi h a coach was e y bene icial. A o al o 36 s uden s
(21%) could no de e mine he deg ee o bene i . We could also posi i ely e alua e he
ac ha o only 5 s uden s (3%) coope a ion wi h a coach was no bene icial, and o no
s uden was i no bene icial a all.
Ques ion No. 10: Based on you expe ience wi h a p o essional coach, would you
ecommend wo king wi h a p o essional coach o you iend? Coope a ion wi h a coach
was e alua ed posi i ely by he s uden s, and up o 84 s uden s (49%) would ecommend
i o hei iends. A o al o 75 s uden s (44%) would a he ecommend i , 12 s uden s
(7%) would a he no ecommend coope a ion wi h a coach, and 1 s uden (1%) would no
ecommend i a all.
We es ablished he ollowing null and al e na i e hypo heses:
H0: The e is no dependence be ween he bene i o coope a ion wi h a p o essional coach and he
ecommenda ion o coope a ion wi h a p o essional coach.
H1: The e is a dependence be ween he bene i o coope a ion wi h a p o essional coach and he
ecommenda ion o coope a ion wi h a p o essional coach.
Adm. Sci. 2024,14, 114 8 o 16
The alues o C ame ’s V and Phi a e a he le el o 0.404 (Figu e 4), which means ha
he e is a mode a ely s ong dependence be ween he a iable o he bene i o wo king
wi h a p o essional coach and he a iable o ecommending wo king wi h a p o essional
coach because he alue is in he in e al o 0.3–0.8. To summa ize, we s a e ha based
on he s a is ical e alua ion o Hypo hesis No. 1, we ound ou ha he e is a medium-
s ong dependence be ween he bene i o wo king wi h a p o essional coach and he
ecommenda ion o wo king wi h a p o essional coach.
Adm. Sci. 2024, 14, x FOR PEER REVIEW 8 o 16
H0: The e is no dependence be ween he benefi o coope a ion wi h a p o essional coach and he
ecommenda ion o coope a ion wi h a p o essional coach.
H1: The e is a dependence be ween he benefi o coope a ion wi h a p o essional coach and he
ecommenda ion o coope a ion wi h a p o essional coach.
The alues o C ame ’s V and Phi a e a he le el o 0.404 (Figu e 4), which means
ha he e is a mode a ely s ong dependence be ween he a iable o he benefi o wo k-
ing wi h a p o essional coach and he a iable o ecommending wo king wi h a p o es-
sional coach because he alue is in he in e al o 0.3–0.8. To summa ize, we s a e ha
based on he s a is ical e alua ion o Hypo hesis No. 1, we ound ou ha he e is a me-
dium-s ong dependence be ween he benefi o wo king wi h a p o essional coach and
he ecommenda ion o wo king wi h a p o essional coach.
Figu e 4. C ame ’s V and Phi alues o Hypo hesis No. 1.
Hypo hesis No. 2: This hypo hesis is based on he ques ions “Wha opic would you
like o sol e when wo king wi h a p o essional coach?” and “Is i impo an o you o
wo k wi h a coach om a speci ic ield?”
Ques ion No. 12: Wha opic would you like o sol e when wo king wi h a p o es-
sional coach? The su eyed esponden s we e mos in e es ed in wo king wi h a coach on
he opics o ca ee (286 answe s), pe sonal de elopmen (282 esponses), educa ion and
s udy (258 esponses), and s ess (206 esponses). The esponden s we e also in e es ed in
coaching on he opics o inance (201 esponses) and ime managemen (171 esponses).
Among he opics ha he esponden s we e no e y in e es ed in we e ime managemen
(171 answe s), ea s and anxie ies (165 answe s), spo s (164 answe s), and li e pa ne s
and ela ionships (151 answe s), as shown in Figu e 5. In esponse o his ques ion, se en
esponden s indica ed ano he op ion, sugges ing hey would be in e es ed in opics such
as a heal hy li es yle and heal hy ea ing, w i ing a bachelo ’s hesis, ea ing diso de s, and
coping wi h u ges and con lic si ua ions.
Figu e 5.The opics o coaching.
Figu e 4. C ame ’s V and Phi alues o Hypo hesis No. 1.
Hypo hesis No. 2: This hypo hesis is based on he ques ions “Wha opic would you
like o sol e when wo king wi h a p o essional coach?” and “Is i impo an o you o
wo k wi h a coach om a speci ic ield?”
Ques ion No. 12: Wha opic would you like o sol e when wo king wi h a p o essional
coach? The su eyed esponden s we e mos in e es ed in wo king wi h a coach on he
opics o ca ee (286 answe s), pe sonal de elopmen (282 esponses), educa ion and
s udy (258 esponses), and s ess (206 esponses). The esponden s we e also in e es ed in
coaching on he opics o inance (201 esponses) and ime managemen (171 esponses).
Among he opics ha he esponden s we e no e y in e es ed in we e ime managemen
(171 answe s), ea s and anxie ies (165 answe s), spo s (164 answe s), and li e pa ne s
and ela ionships (151 answe s), as shown in Figu e 5. In esponse o his ques ion, se en
esponden s indica ed ano he op ion, sugges ing hey would be in e es ed in opics such
as a heal hy li es yle and heal hy ea ing, w i ing a bachelo ’s hesis, ea ing diso de s, and
coping wi h u ges and con lic si ua ions.
Adm. Sci. 2024, 14, x FOR PEER REVIEW 8 o 16
H0: The e is no dependence be ween he benefi o coope a ion wi h a p o essional coach and he
ecommenda ion o coope a ion wi h a p o essional coach.
H1: The e is a dependence be ween he benefi o coope a ion wi h a p o essional coach and he
ecommenda ion o coope a ion wi h a p o essional coach.
The alues o C ame ’s V and Phi a e a he le el o 0.404 (Figu e 4), which means
ha he e is a mode a ely s ong dependence be ween he a iable o he benefi o wo k-
ing wi h a p o essional coach and he a iable o ecommending wo king wi h a p o es-
sional coach because he alue is in he in e al o 0.3–0.8. To summa ize, we s a e ha
based on he s a is ical e alua ion o Hypo hesis No. 1, we ound ou ha he e is a me-
dium-s ong dependence be ween he benefi o wo king wi h a p o essional coach and
he ecommenda ion o wo king wi h a p o essional coach.
Figu e 4. C ame ’s V and Phi alues o Hypo hesis No. 1.
Hypo hesis No. 2: This hypo hesis is based on he ques ions “Wha opic would you
like o sol e when wo king wi h a p o essional coach?” and “Is i impo an o you o
wo k wi h a coach om a speci ic ield?”
Ques ion No. 12: Wha opic would you like o sol e when wo king wi h a p o es-
sional coach? The su eyed esponden s we e mos in e es ed in wo king wi h a coach on
he opics o ca ee (286 answe s), pe sonal de elopmen (282 esponses), educa ion and
s udy (258 esponses), and s ess (206 esponses). The esponden s we e also in e es ed in
coaching on he opics o inance (201 esponses) and ime managemen (171 esponses).
Among he opics ha he esponden s we e no e y in e es ed in we e ime managemen
(171 answe s), ea s and anxie ies (165 answe s), spo s (164 answe s), and li e pa ne s
and ela ionships (151 answe s), as shown in Figu e 5. In esponse o his ques ion, se en
esponden s indica ed ano he op ion, sugges ing hey would be in e es ed in opics such
as a heal hy li es yle and heal hy ea ing, w i ing a bachelo ’s hesis, ea ing diso de s, and
coping wi h u ges and con lic si ua ions.
Figu e 5.The opics o coaching.
Figu e 5. The opics o coaching.
Ques ion No. 15: Is i impo an o you o wo k wi h a coach om a pa icula ield?
We can see ha he p o essional ocus o he coach was impo an o he esponden s,
because o up o 305 s uden s (63%), i was impo an ha hei coach would be ocused
exac ly on hei opic. A o al o 108 s uden s (22%) p e e ed a coach wi h a gene al ocus,
and 73 (15%) esponden s did no ca e abou hei coach’s p o essional ocus.
We es ablished hese null and al e na i e hypo heses.
Adm. Sci. 2024,14, 114 15 o 16
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