General Study Information
PURPOSE
The purpose of the Multi-Institutional Study of Leadership (MSL) is to enhance knowledge regarding college student leadership development as well as the influence of higher education on the development of leadership capacities. Specific attention will be paid to the influence of environmental factors (e.g., educational interventions, faculty and peer relationships, diverse interactions, co-curricular involvement) on leadership development. The specific theoretical frame is the social change model of leadership (HERI, 1996). The conceptual frame is built on the college impact model (Astin, 2001), which is used to examine context specific outcomes while controlling for pre-college experiences and perceptions. Results will contribute to a fuller understanding of leadership development needs, knowledge on how to improve programs and services, and a foundation from which to build future research.
RATIONALE
It has been suggested that in every facet of contemporary society- education, government, religious organizations, industry, and even local communities- we face a crisis of leadership (Reed & Klein, 2005). The erosion of civic participation, dearth of competencies needed for leadership, and heightened individualism are all evidence of this ever deepening dilemma (Astin & Astin, 2000; Boyer, 1987; Ehrlich, 1999; Komives, Lucas, & McMahon, 1998; Korten, 1998; Lappe & DuBois, 1994). Increasingly, higher education is being turned to as a source for potential change given its significant role in developing leadership capacity amongst today's youth (Astin & Astin; Morse, 1989, 2004).
The education and development of students as leaders has long served as a central purpose for institutions of higher education as evidenced in mission statements and the increased presence of both curricular and co-curricular leadership development programs (Astin & Astin, 2000; Zimmerman-Oster & Burkhardt, 1999). Additionally, research indicates that students can and do increase their leadership skills during the college years (Pascarella & Terenzini, 2005) and that increases in leadership development in turn enhance the self-efficacy, civic engagement, character development, academic performance, and personal development of youth (Benson & Saito, 2001; Fertman & Van Linden, 1999; Komives, Owen, Longerbeam, Mainella, & Osteen, in press; Scales & Leffort, 1999; Sipe, Ma, & Gambone, 1998; Van Linden & Fertman, 1998). This would suggest that the purposeful development of these capacities might help to diminish the existing leadership crisis.
This evidence and the increasing importance of outcomes assessment in higher education situate leadership as a critical college outcome (NASPA/ ACPA, 2004). However, researchers' use of general measures of leadership development rather than those tied to specific models has contributed to a scarcity of empirical studies grounded in the theory that is supposed to inform purposeful practice (Posner, 2004). This has resulted in three overarching problems: a significant gap between theory and practice, an unclear picture of the leadership development needs of college students, and uncertainty regarding the influence of the college environment on leadership development outcomes. If higher education institutions could begin to address these issues, the ability to enhance leadership development and the preparation of civically engaged citizens would increase dramatically.
THEORETICAL FRAME
The social change model of leadership (HERI, 1996) provides the theoretical frame for this study as it was created specifically for college students and is consistent with the emerging leadership paradigm. This perspective, also referred to as the post-industrial paradigm, suggests that leadership is a relational, transformative, process-oriented, learned, and change-directed phenomenon (Rost, 1993). Similarly, the central principles associated with the social change model involve social responsibility and change for the common good (HERI). These are achieved through the development of eight core values targeted at enhancing students' level of self-awareness and ability to work with others (HERI). The values include: consciousness of self, congruence, commitment, common purpose, collaboration, controversy with civility, and citizenship. These values function at the individual (i.e., consciousness of self, congruence commitment), group (i.e., common purpose, collaboration, and controversy with civility), and societal (i.e., citizenship) levels. The dynamic interaction across levels and between values contributes to social change for the common good, the eighth critical value associated with this model (HERI). The social change model was selected as a conceptual frame for analysis because of its broad applicability and identification as one of the most well known student leadership models (Moriarty & Kezar, 2000).
CONCEPTUAL FRAME
The conceptual framework for the MSL is drawn from Astin's (2001) inputs-environments-outcomes (I-E-O) college impact model. The first element of the model, inputs, refers to students' pre-college characteristics and perceptions (Upcraft & Schuh, 1996). Demographic information, high school achievement, and pre-college experiences and perceptions of leadership are all inputs that will be controlled for in this study. The second element, environments, refers to the various programs, educational experiences, relationships, and other factors within the context of the collegiate environment that influence learning and development (Upcraft & Schuh). Environmental factors being examined in this study include: peer and faculty interactions, co-curricular involvement, diverse interactions, participation in specific curricular and co-curricular leadership experiences, and institutional type. The third element, outcomes, refers to the students' characteristics after being exposed to the environment. Outcomes in the MSL reflect the eight critical values of the social change model. Several secondary outcomes will also be measured including critical thinking and appreciation for diversity among others.
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