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Dissertations / Theses on the topic 'Student leadership development'

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Published: 4 June 2021
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1

Blackwell, Cindy Southard. "The Eisenhower Leadership Development Program: a study on student leadership skill development." Texas A&M University, 2003. http://hdl.handle.net/1969.1/190.

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Although no one program exists for leadership development, there is an understanding among practitioners and researchers that leader and leadership development occur in many venues, with one of those venues being an academic classroom where experience and theory are juxtaposed. One such program is the Eisenhower Leadership Development Program. In an effort to strengthen the academic discipline of leadership and to garner further respect for leadership development programs such as ELDP, leadership development programs must be assessed and evaluated in order to ensure that the objective of the program is being met. Brungardt and Crawford noted that, "assessment and evaluation of leadership programs help ground programs in the needs of students while working within the constraints of academe" (1996, p. 37). The purpose of this study was twofold. First, this study sought to ensure that the Eisenhower Leadership Development Program was producing the outcomes the program was designed to produce. Second, this study sought to demonstrate the worth of ELDP to past, current, and future stakeholders. Former ELDP students were surveyed regarding the perceptions of their learning outcomes based on four practical skills (problem defintion, discovery of research alternatives, delegation/teamwork, and achievable challenge) and four complimentary adaptive skills (focusing on an issue, direct attention to detail, management of time and resources, and persistence). This study found that students did perceive to have gained leadership skills in each of the practical and adaptive skill constructs. The comparison between students' perceptions of each skill before participating in ELDP and after participating in ELDP was positively correlated and statistically significant in every construct. In short, the relationship between the practical and adaptive skills taught in ELDP and the learning outcomes is not serendipitous. The findings show that ELDP is improving the development of students in terms of them becoming leaders and in terms of the greater concept of leadership as related to the four practical and adaptive skills emphasized by ELDP. Further research related to the interdisciplinary design through which the practical and adaptive skills are taught is recommended.
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Andersen, Kristen Lynn. "Student Leadership Development: A Closer Look at Student Gains." Thesis, Virginia Tech, 2000. http://hdl.handle.net/10919/31990.

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The purpose of this study is to investigate student leadership development. This study will investigate if there are any differences in the estimate of gains from attending college between students who participated in a Leadership Community and a sample of non-participants. In this study, estimate of gains is defined as studentsâ progress toward educational goals, as reflected in the College Student Experiences Questionnaire (CSEQ). The estimate of gains represents a measure of growth in college. The participants in this study were recipients of a first-year $1000 merit-based scholarship. Recipients of this scholarship earned a 3.75 grade point average and were ranked in the top 10 percent of his or her high school graduating class. One hundred and seventy-two students received these scholarships in the 1998-1999 academic year. Seventy-nine of these students chose to live in a Leadership Community their first-year in college. Ninety-three of these students chose to live else where on campus. Specifically, the study is designed to examine the following hypotheses: Null Hypothesis: There will be no difference in the mean scores of the CSEQ scales (a) Estimate of gains; (b) Student acquaintances; (c) Experiences with faculty; (d) Clubs and organizations; and (e) Course learning, for LC students as compared to NLC students. Research Hypothesis: The LC students will have higher mean scores on the CSEQ scales (a) Estimate of gains; (b) Student acquaintances; (c) Experiences with faculty; (d) Clubs and organizations; and (e) Course learning, than the NLC students. This quantitative study uses the College Student Experiences Questionnaire. The participants of this study will be in their fourth semester of college. The researcher will collect data from sections of the CSEQ that correspond with the hypotheses. This study isolates the variables that are associated with student leadership development to explore student leadership development within a specific population of students. The researcher will analyze the data using descriptive statistics, as the study measures the characteristics of a population at one point in time. The researcher will determine if there are differences between scores from students who participated in the leadership community and those who did not. The researcher anticipates this study will benefit educators in evaluating the leadership development efforts on their own campuses.
Master of Arts
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3

Curro, Michelle Breanne. "Does Student Leadership Participation Enhance the Development of Emotional Intelligence." DigitalCommons@CalPoly, 2009. https://digitalcommons.calpoly.edu/theses/84.

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Emotional Intelligence is believed to explain how emotions may be used, monitored, and measured to predict workplace success and failure, the suggestion that if individuals can balance the emotions within themselves and others, they can use their skills to better their organization. This study explored the development of Emotional Intelligence in the ASI Student Manager Team in comparison to Student Government members at California Polytechnic State University, San Luis Obispo (Cal Poly) during the fall 2008 quarter. The Bar-On Emotional Quotient Inventory (EQ-i) was used to assess student leaders’ Emotional Intelligence (EI) development (N = 27). A two sample t-test was used to identify any significant difference in the Emotional Intelligence scores between the two groups. Findings indicated significant training effects on respondent’s scores when considering assertiveness, happiness, and empathy.
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Jenkins, Daniel M. "The development of leadership skills through diversity of student organizational leadership." [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0001960.

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5

Coscia, Nancy Beth DeBord. "Student Organization Involvement and Leadership Development| Traditional-Aged Undergraduate Students Participating in Academic Student Organizations." Thesis, Indiana Wesleyan University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10930273.

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The purpose of this study was to investigate the influence of student organization membership on the development of leadership practices among traditional-aged undergraduate students. Specifically, the influence academic-related student organizations have on the leadership development of its student officers and members. This quantitative study explored the transformational leadership behavior of student officers and members of academic-related student organizations at a large research I public university in the mid-west. The student version of the Leadership Practices Inventory (LPI) was utilized to provide self-reported assessments of the leadership practices of the student organization officers, student organization members, and of students not involved in student organizations.

Analysis was completed to determine the level of practice of the five leadership practices identified by the Student Leadership Practices Inventory and to compare these levels of practice between students involved in academic-related student organizations and students who were not involved in a student organization. The study documented a significant difference for all five leadership practices between students who served as academic student organization officers and students who were not involved in a student organization. The results for the comparison between students who were members of an academic student organization and students who were not involved in a student organization found no significant difference for all five leadership practices identified by the Student Leadership Practices Inventory.

Analysis was also completed to determine any differences in leadership practice based upon sex. The majority of these comparisons showed no significant difference. However, there was a significant difference between student organization officers and students not involved in a student organization. Female student organization officers self-reported higher scores in the practices of Inspire a Vision, Challenge the Process, and Enable Others to Act. Male student organization officers self-reported higher scores in the practices of Model the Way, Inspire a Vision, and Challenge the Process. There were no significant differences within study groups.

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6

Philp, Gerald Martin. "Student leadership development in high school band /." Full-text of dissertation on the Internet (10.88 MB), 2010. http://www.lib.jmu.edu/general/etd/2010/masters/philpgm/philpgm_masters_05-06-2010.pdf.

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7

Adelman, Marisa. "Student involvement and leadership development at a private, women's Catholic college." Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1174588258.

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8

Lynch, Makena Rae. "Evaluation of a Leadership Development Program’s Impact on Student-Athlete Leadership Behaviors." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu158333663268914.

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9

Brown, Nicole Renae Portell. "College Student Leadership Development Participation and Emotional Intelligence." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10036395.

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Leadership development has been identified as a key college outcome (Komives, Dugan, Owen, Slack, & Wagner, 2011). Emotional intelligence as a leadership development framework has shown promise in many applications (Petrides, 2011). Able to be augmented through purposeful training and practice, high levels of emotional intelligence have been linked to job performance, healthy relationships, and emotional well-being (Joseph, Jin, Newman, & O’Boyle, 2014). This study focused on changes in emotional intelligence as a metric for personal and professional development through a state university’s leadership program. Students’ self-reported change in global and factor emotional intelligence were measured utilizing the Trait Emotional Intelligence Questionnaire Short Form (TEIQue-SF) as a research tool (Zampetakis, 2011). Additionally, students completed a survey consisting of open-ended questions designed to facilitate the evaluation of student perceptions in relation to emotional intelligence competencies after completing the leadership program. No statistical differences could be observed in pre-and post-participation TEIQue-SF results. Student perceptions after program completion revealed participation impacted their perceptions of and approach to emotional intelligence competencies as well as leadership. Overall, students expressed a level of personal awareness and the ability to nurture relationships and seek leadership roles.

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Wright, David W. "Student Leadership Development| How Do Liberal Arts Colleges Enhance Socially Responsible Leadership?" Thesis, The George Washington University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3557574.

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Student leadership development is a key initiative at many colleges and universities in the United States today. Many of the liberal arts institutions in America have leadership development of their student population as one of the fundamental elements of their educational objectives (Astin, 1997; Durden, 2001; Rothblatt, 2003). This study utilized a qualitative, multiple-case study design to explore how two liberal arts institutions developed socially responsible leaders within their student population. An expert-driven, purposeful sampling strategy was utilized for this study. Using an interview and focus group protocol that was framed by the Social Change Model of Leadership (SCM), the researcher also used a documentation review to collect data. The findings were reported as two individual case studies, followed by a cross-case analysis looking for areas of convergence and divergence between the institutions. The SCM was an effective theoretical framework to determine how these liberal arts institutions develop socially responsible leaders. Each of the eight constructs from the SCM was addressed by the study's research question and subquestions. The findings from the study were consistent with the student learning and development analogous with the descriptions of the constructs from the theoretical framework. However, there were several influences on student leadership development that were underrepresented in the findings. Thus, the recommendations offered, along with other findings of the study, propose tactics for more thorough development of socially responsible leaders at liberal arts institutions.

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May, Walter Preston. "Student Governance: A Qualitative Study of Leadership in a Student Government Association." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/eps_diss/36.

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Student governance has been in existence as an integral part of higher education almost since the founding of the first college in colonial America. However, little is understood about the lived experience of students involved in student governance, and specifically those who participate in leadership positions within student government organizations such as the student government president. Therefore, the primary purposes of this study are to highlight experiences of students who served as presidents of a liberal arts college’s student government association and to examine the meanings these individuals construct out of their leadership experiences. This study employed qualitative methods, which included in-depth, open-ended, semi-structured interviews and journaling. The sample was made up of six students who served as student government association presidents at a small, private, liberal-arts college. From the data derived through the interview and journaling processes, an overall picture of the experiences of the participants and the meanings that the participants construct of their experiences was drawn. Based on the results, several themes regarding the participants’ experiences as student government presidents emerged from the data, which include: positive and negative facets of their presidencies, stress as a substantial element during their time in office, dissimilar experiences of women and minority students, varied experiences regarding relationships and conflicts with members of the campus community, the multiple roles required of a student government president, and personal approaches to leadership that a student government president must possess and hone. Conclusions based on the data were included and implications for student affairs practitioners were discussed as well as recommendations for further study were made.
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Skeat, Lizbeth Cara. "Cognitive Development in Student Leaders and Non-leaders." Thesis, Virginia Tech, 2000. http://hdl.handle.net/10919/32555.

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This study examined cognitive development in student leaders and non-leaders. Participants included 60 students (30 student leaders and 30 non-leaders). Each group contained equal numbers of males and females. The Measure of Epistemological Reflection (MER) (Baxter Magolda & Porterfield, 1985) was administered to participants to measure certain indicators of cognitive development. Cognitive development refers to the increase in cognitive complexity that may occur in students during their college years and includes students' ways of making meaning from what they learn. Students' ways of making meaning refers to changes in students' attitudes towards the nature of knowledge and truth. This development can be measured by examining how students learn, make decisions, relate to their teachers and peers, and perceive knowledge. Analysis of these data revealed that leaders had significantly higher scores than did non-leaders. No gender differences were found, however, and no differences were found when female leaders were compared to female non-leaders or male leaders were compared to male non-leaders. This research has implications for several groups. First, this study might be useful to student affairs professionals who work with clubs and organizations. The results provided staff with baseline data about leaders' and non-leaders' cognitive reasoning skills. Such information may enable staff to develop purposeful interventions to promote growth in cognitive reasoning skills among student leaders. The results of this study may also be useful for other student affairs professionals who try to enhance their students' cognitive development levels. For example, residential life professionals may find the results of this study interesting. The results provided them with information about cognitive development in student leaders and non-leaders, which they may then compare with their own students' levels of cognitive development. Current students may also be interested in the cognitive reasoning levels of student leaders and non-leaders. They may use these findings to understand their own cognitive development and formulate goals for this development.
Master of Arts
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13

Walker, James Richard. "Relationships Among Student Leadership Experiences and Learning Outcomes." Scholarly Repository, 2009. http://scholarlyrepository.miami.edu/oa_dissertations/254.

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The relationships among students' reports of learning outcomes based on leadership experiences in various types of student organizations and various roles within organizations were investigated. Relationships between demographic variables (i.e., ethnicity, gender, age, and type of housing) and type of organization, role within an organization, and learning outcomes, were also examined. A new instrument, the Student Leadership Learning Outcomes Assessment (SLLOA), was created to measure student generated learning outcomes; it has good internal consistency and validity. The SLLOA was completed by 328 student leaders at a private southeastern university. SLLOA scores indicated student leaders in cultural and service groups reported learning more than student leaders in sports/athletic groups. Vice Presidents and Presidents reported learning more from the leadership experience than Treasurers. Female student leaders reported learning more than male. Relationships were found between ethnicity of student leaders and type of organization and between type of housing (i.e., on campus, off campus without parents/parental figures, off campus with parents/parental figures) and type of organization. There was no relationship between type of organization and leaders' gender and age, or between the role held and leaders' gender, ethnicity, and type of housing. The results revealed no relationship between ethnicity and SLLOA scores.
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Damell, Kristie. "Women's leadership identity development as former student government presidents." Thesis, Fordham University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3604855.

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Institutions of higher education are charged with academically and professionally preparing students to lead in the workforce. Specifically, little is known regarding how students develop their leadership identity throughout their undergraduate career. One significant leadership role that students hold is that of student government president. Student government has been a critical component of the landscape of higher education for centuries, yet little research has been conducted on the experiences of former presidents. Concurrently, although women earn more degrees than men in the United States, they are underrepresented in the role of student government president. This study examines the experiences of fourteen former, female student government presidents to understand how leadership identity develops. The leadership identity development theory was utilized as a framework to examine leadership development during and post-college. Through a feminist lens, gender was central to the study to uncover gender expectations and stereotypes. A qualitative, phenomenological design was used to capture the lived experiences and meanings created by the women. The women graduated from various types of institutions along the East Coast within a 15-year timespan. Derived from two semi-structured interviews, the findings indicate four themes: (a) prior involvement, (b) relationships matter, (c) navigating gender dynamics, and (d) the student government experience matters. The findings suggest that serving as student government president impacts leadership identity development during and post-college and is a valuable, meaningful experience. Interpretations are made from the findings and recommendations for future research are addressed, as well as practical implications for practice.

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Carroll, Linda. "Student services and leadership development in a university setting." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0020/MQ55490.pdf.

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Alajmi, Nasser, and Malika Kalitay. "Leadership Development in International Student Organization : Case Study on Erasmus Student Organization (Sweden)." Thesis, Linnéuniversitetet, Institutionen för organisation och entreprenörskap (OE), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-84919.

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The research on the topic of leadership has long been the area of interest for scholars for many decades. Despite the extensive amount of literature available there is still a gap when it comes to research about the role of student organization in the leadership development of an individual. This thesis project, therefore, is designed in order to gain deeper understanding of the potential effect of a student organization on the leadership development of a student who took leadership position within student organization.  This ambition was accomplished through qualitative research with semi-structured interviews conducted in a case study of Erasmus Student Network. The results of the research have revealed certain link between the leadership development and person’s participation in the activities of student organization. Additionally, cultural aspect has been identified as the important factor of the organization. As the result of our findings, we may conclude that there is a positive correlation between student organizations providing a good opportunity for students to test their leadership abilities in a safe environment, while it was not possible to identify the extent of that impact on the leadership development of an individual.  We believe that our research may add value to the theoretical knowledge on the leadership topic in the context of student life while giving an opportunity for the reader to use the findings of this study as a practical information and guidelines for potential of student organization to have an impact on the future of an individual.
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Lyons, Lindsay Beth. "Fostering Leadership in High School: Development and Validation of Student Leadership Capacity Building Scales." Antioch University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1537814543341376.

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McKenzie, Brenda L. "Leadership Identity Development in Traditional-aged Female Undergraduate College Students: A Grounded Theory." Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1428585168.

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Xu, Juan Mille. "EXPLORING LEADERSHIP IDENTITY DEVELOPMENT OF CHINESE GENERATION Z STUDENT LEADERS." Scholarly Commons, 2019. https://scholarlycommons.pacific.edu/uop_etds/3646.

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This is a phenomenological study exploring leadership identity development of Chinese generation Z student leaders by referring to Leadership Identity Development (LID) theory. There are two research questions. First, in what ways, if any, is the development of Chinese Generation Z student leader’s leadership identity similar to the Leadership Identity Development (LID) by Komives et al. (2005)? Second, in what ways, if any, is the development of Chinese Generation Z student leader’s leadership identity different from Leadership Identity Development (LID) by Komives et al. The research adopts purposeful sampling and 10 participants were interviewed. Based on the analysis of the interview data, five major themes emerged; five similarities and six differences were found. Five major themes include beliefs and values, influential people, experiences, leadership identity development, changing views. Five similarities are as follows: 1. There are three similar influential factors existing in college student leaders’ development of leadership identity, including people (adults, peers) and experiences (involvement of leadership experiences). 2. There are similar ways for students to build self-confidence, through others, oneself, and involvement in activities. 3. The process that students develop their views and perceptions of organizations is basically the same. 4. There is similar change of understanding of leadership, from positional to non-positional. 5. Chinese college student leaders agree with the six LID stages developed by Komives and her colleagues in American context. Six differences include 1. In developmental influences, school counselors have tremendous influence over Chinese students’ leadership development. 2. Chinese student leaders admit that peer influence has both positive side and negative side. 3. This study didn’t find any race or gender identities problem from Chinese student leaders during their leadership experiences. 4. Academic success is a critical factor for Chinese students to build self-confidence and to obtain leadership roles. 5. Chinese student leaders’ interaction with group members is different from that of American students. 6. Chinese students believe that leadership develops fast under great pressure and difficulties.
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Smith, Caleb Michael. "The Effects of Leadership Development on Student Retention in STEM." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1703378/.

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The Science Teaching and Research (STAR) Leadership Program at Austin College was designed to intentionally include leadership development into the science curriculum and provides an opportunity to determine the effects of student leadership development on the retention of students in science, technology, engineering, and mathematics (STEM). This dissertation used a quasi-experimental design to determine: 1) if STEM retention can be explained though the inclusion of leadership development into the curriculum; 2) if there is a difference between Austin College students who choose a STEM major compared to students who do not; and 3) if there is a difference between Austin College students who complete a STEM degree compared to students who do not. Census data were collected on 2,137 students who enrolled in STEM courses beginning in the fall of 2008 through the spring of 2017, and factors affecting retention were compared across three 3-year time periods that spanned before the program was initiated through wider implementation. A logistic regression showed that there was no significant positive association between leadership development and STEM retention when taking into account other pre-college and demographic factors that have been linked to retention in the literature. However, a one-way ANOVA showed that the academic factors significantly decreased as the STAR program progressed. Further studies are required to understand student benefits associated with the current program.
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Reed, Timothy A. "Student Leaders in the Classroom: A Study of Virginia Tech Student Leaders and Their Accounts of Curricular and Co-Curricular Leadership." Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/26085.

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The purpose of this study was to identify the leadership skills students believe they learned in co-curricular activities, to determine how those skills are used in the classroom, and to discover whether those skills enhance the academic experience for students. The results of this study provide information which can aid student affairs practitioners who are seeking ways to help students make the connection between the co-curricular and curricular leadership experiences. This study used a combination of qualitative research techniques including document analysis and group interviews. The qualitative nature of this study was guided by the need to allow the subjects explore their own perceptions, beliefs, observations, and understanding about their behavior and learning. Thirty-one student leaders from programs and organizations sponsored by the Division of Student Affairs (DSA) at Virginia Polytechnic Institute and State University (Virginia Tech) were interviewed over a period of one semester. Two cadres of three groups participated in four rounds each A round consisted of an e-journal, sent and responded to individually by the participants, followed by a group interview. E-journals and interviews were analyzed using a conceptually clustered matrix. This process produced a series of matrices correlating the various perspectives of the participants with either leadership practices, research questions, demographic data, or all three. The results of the study reveal that training programs for these student leaders tended to focus on three primary leadership practices and that the student leaders exhibited these same practices in their curricular experience. Reflection both during and after the study had a profound impact on the studentsâ perceptions of whether or not they perceived their own behavior as leadership either in or out of the classroom. Additional results showed that the physical design of a classroom could have an impact on how leadership practices occur during class. It was also shown that while all the participants in this study were in DSA sponsored programs, there was no central leadership theory or comprehensive approach to leadership development to guide Division programs. Findings from this study provide evidence of the value of co-curricular leadership training and its impact on curricular experience. The study also adds to the body of research on student leadership, research on the impact of co-curricular activities on students, and the relationship between curricular and co-curricular learning, particularly as it relates to group assignments and the leadership of those projects.
Ph. D.
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Janc, Jelena. "The meaning of the Student Advisory Board leadership development experience to the student board members." College Park, Md. : University of Maryland, 2004. http://hdl.handle.net/1903/1454.

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Thesis (M.A.) -- University of Maryland, College Park, 2004.
Thesis research directed by: Dept. of Education Policy and Leadership. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Baccei, Mark Andrew. "Understanding college student leadership development : a longitudinal examination of the impact of campus-based leadership trainings." Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/1538.

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Colleges and universities continually seek to foster the leadership development of undergraduate students through curricular and co-curricular opportunities and experiences. This study examined the effects and potential contributions of participation in campus-based leadership trainings on college students' leadership development with special consideration for gender and racial background. To better understand the relationship between campus-based trainings and leadership development, data from the Wabash National Study of Liberal Arts Education (WNS) was utilized. The WNS was a multi-institutional, longitudinal dataset made up of 47 four-year colleges and universities from 21 states throughout the United States. This study mark's one of the first multi-year, multi-institution longitudinal studies to investigate the relationship between campus-based leadership trainings and leadership development. The results of the study pointed to several over-arching themes. The first theme was that a student's background and leadership experience prior to college matter. Next, a student's curricular success matters, and influences their leadership gains throughout all aspects of the SCM. The interactions students have with peers who are different from themselves matters. Leadership development opportunities need to be intentionally designed. Finally, campus-based leadership trainings offer a potential programmatic option for institutions to help develop their students as socially responsible leaders, regardless of backgrounds and other experiences.
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Dodd, Diana Ricchezza. "Student leadership, the development of the emerging individual in academic contexts." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0003/MQ42062.pdf.

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Van, der Merwe Wanda. "Self-perceived leadership development of peer tutors in undergraduate health care studies at a university in South Africa." Diss., University of Pretoria, 2021. http://hdl.handle.net/2263/78934.

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Introduction: Peer tutors are often seen by peer students as leaders. The role of peers in the development, learning, transition and success of fellow students is widely documented in literature on education and leadership. In spite thereof, minimal research has been done on the development of health care students’ teaching and leadership abilities through involvement in tutor training programmes. The researcher believes that leadership skills of peer tutors develop through enhancing learning experiences of tutees and by introducing them to the leadership model of Kouzes and Posner - The Five Practices of Exemplary Leaders. Aim: The aim of this study was to describe the self-perceived leadership development of peer tutors in undergraduate health care studies during participation in the tutor training programme of a particular university. Methodology: A triangulation mixed method design was used to collect complementary quantitative and qualitative data with equal contribution. The study sample consisted of the tutors appointed for a specific academic year at a selected university, to tutor theoretical modules as well as practical skills. Data collection was done by means of a structured self-report instrument completed in the beginning and end of the tutoring programme, an unstructured focus group and narrative descriptions by the tutors. Findings: The data provided an answer to the question; what are the peer tutors’ perceptions of their own leadership development during participation in the tutor training programme in undergraduate health care studies at a university, by describing the self-perception of their leadership abilities. Although the Leadership Practices Inventor - Self results showed a difference, but not always a statistical significant increase in their leadership abilities, when combined with the results from the qualitative data, the study showed that the participants exhibited great growth in their leadership abilities with regards to The Five Practices of Exemplary Leaders: Model the Way, Inspire a Shared Vision, Challenge the Process, Enable Others to Act and Encourage the Heart. Key terms: leadership, leadership development, peer tutors, tutor training programme
Dissertation (MNurs)--University of Pretoria, 2021.
Nursing Science
MNurs
Unrestricted
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Wagner, Tammy L. "A Retrospective Analysis of Leadership Identity Development and Career Paths of Doctoral Student Completers in One Leadership Program." Ashland University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1404740585.

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Tankersley, Christopher James. "Becoming an Orientation Leader: A Catalyst for Self-Authorship Development." University of Akron / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=akron1365413596.

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Bednarczyk, Karen M. "The Virginia Military Institute Rat Challenge Evaluation." Thesis, Virginia Tech, 1999. http://hdl.handle.net/10919/32350.

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The purpose of this study was to evaluate the Virginia Military Institute (VMI) Rat Challenge program. The Rat Challenge is designed to foster self-confidence and physical conditioning in Fourth Classmen by creating training situations which are stressful enough to show them they are capable of doing tasks which surpass their previously self-imposed mental and physical limits. The program is designed to provide leadership development opportunities for the cadre. It places the responsibility on the cadets for leading and teaching the Fourth Classmen as they advance through the exercises and participate in activities which have calculated elements of risk that make safety paramount. In designing the Rat Challenge, VMI has named 10 goals and objectives of each Challenge Station. They are: improve physical condition, help conquer fears, improve relations with cadre, improve self-esteem, help build team spirit, improve ability to resolve conflict, improve sensitivity to differences in ability, develop problem solving skills, and have fun. The physical education department has not assessed these goals and objectives after completion of the program. Two research questions were asked. What level of achievement was reached by participating VMI cadets by Rat Challenge station? What differences by group(gender, class standing, VMI legacy, siblings at VMI, participation in intramural activities, participation in organized sports, prior military experience, parental prior military experience, parents presently in the military) were observed? The survey population included the Rats and cadre involved in the Rat Challenge at VMI. A two-part, paper and pencil, self-report questionnaire was utilized. Respondents were asked to respond using a Likert-type scale. An open-ended response section followed. Respondents were asked to write any additional comments regarding each Challenge Station. Significant differences in means were found in 6 out of 10 objectives and 9 out of 21 stations.
Master of Arts
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Clonzen, Christopher L. "Comparison of Leadership Development Between Students Attending Community Colleges Versus 4-Year Colleges." Thesis, NSUWorks, 2017. https://nsuworks.nova.edu/fse_etd/127.

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This applied dissertation was conducted in order to compare levels of socially responsible leadership, as reported in the Multi-Institutional Study of Leadership (MSL, Dugan & Associates 2012; Dugan, Komives & Associates, 2009), between students at community colleges and 4-year colleges. The problem this study addressed was the relatively limited knowledge about the leadership development of students attending community colleges (Basham & Mathur, 2010; Cloud, 2010). Students who have the ability to engage in on-campus activities have a greater opportunity to become involved in any one of a variety of leadership positions and activities such as student-organization officers, student employment, retreats, and trainings. Engaged students, therefore, are more easily able to translate leadership involvement into specific skills that can be included on their resumes and marketed to future colleges or potential employers. An adapted version of the MSL scale (Dugan & Associates 2012; Dugan, Komives & Associates, 2009), an instrument created to observe the effects of postsecondary education on the leadership development of college students, was administered to over 300,000 students at approximately 250 institutions. Specifically, the instrument investigates college experiences and their influences on leadership-related outcomes of students such as complex cognitive skills, social perspective-taking, and leadership efficacy. Results revealed significant differences between students attending community colleges and those from 4-year colleges with regard to several values of leadership development: change, citizenship, controversy with civility, and consciousness of self. It can be concluded that students attending community colleges, when compared to those from 4-year colleges, have significantly higher scores for change, controversy with civility, and consciousness of self. In comparison, students from 4-year colleges have higher citizenship scores.
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Keller, David Warren. "The impact of transformational ethics instruction methodologies on student moral judgment in a leadership development course at a large public university in Texas." Thesis, [College Station, Tex. : Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-1409.

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Lewis, Jonathan Scott. "The Role of Work Experiences in College Student Leadership Development: Evidence From a National Dataset and a Text Mining Approach to Examining Beliefs About Leadership." Thesis, Boston College, 2017. http://hdl.handle.net/2345/bc-ir:107652.

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Thesis advisor: Heather Rowan-Kenyon
Paid employment is one of the most common extracurricular activities among full-time undergraduates, and an array of studies has attempted to measure its impact. Methodological concerns with the extant literature, however, make it difficult to draw reliable conclusions. Furthermore, the research on working college students has little to say about relationships between employment and leadership development, a key student learning outcome. This study addressed these gaps in two ways, using a national sample of 77,489 students from the 2015 Multi-Institutional Study of Leadership. First, it employed quasi-experimental methods and hierarchical linear modeling (HLM) to investigate relationships between work variables (i.e., working status, work location, and hours worked) and both capacity and self-efficacy for leadership. Work location for students employed on-campus was disaggregated into 14 functional departments to allow for more nuanced analysis. Second, this study used text mining methods to examine the language that participants used to define leadership, which enabled a rich comparison between students’ conceptualizations and contemporary leadership theory. Results from HLM analysis suggested that working for pay is associated with lower self-reported leadership capacity, as defined by the social change model of leadership development, and that this relationship varies by workplace location and across institutional characteristics. The association between working status and self-efficacy for leadership was found to be practically non-significant, and hours worked per week were unrelated to either outcome. Results from text mining analysis suggested that most students conceptualize leadership using language that resonates with the industrial paradigm of leadership theory— leadership resides in a person with authority, who enacts specific behaviors and directs a group toward a goal. Disaggregated findings suggested that students who work off-campus consider leadership differently, using language consonant with contemporary, post-industrial scholarship—leadership is a dynamic, relational, non-coercive process that results in personal growth and positive change. In sum, the findings both echo and challenge aspects of existing research on leadership and working college students. Future research should explore off-campus work environments in greater detail, while practitioners and scholars who supervise students should aim to infuse post-industrial conceptualizations into on-campus work environments
Thesis (PhD) — Boston College, 2017
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Gabriel, Jerome. "Situational Leadership Awareness Development In Student Outdoor Leaders Through Training Versus Experience." Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1428935781.

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Tjihuro, Jaqueline. "Leadership development within a learner representative council: a Namibian primary school case study." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/61558.

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Learners in Namibian primary schools are seemingly not brave enough to stand and raise their voice on issues that concern them. This is what Shekupakela-Nelulu (2008) wrote after a study she conducted on the Learners’ Representative Council (LRC) of a school in Namibia. She refers to a time when “the involvement of students in school affairs was seen by the regime as a political act and attempts by student leaders to involve themselves in educational issues were often quashed” (ibid., p. i). This situation will be all too familiar to South African readers, where a public holiday, Youth Day, was declared to mark the apartheid regime’s brutal treatment of learner protestors on June 16, 1976. While Namibia has not experienced events of such magnitude, the notion of learner voice is equally problematic and worthy of investigation. The absence of leadership development opportunities for learners has led to this research study which seeks to answer the central research question: How can learner leadership be developed in a LRC? I used an interpretive paradigm, adopting a qualitative approach in the study. Concurrently, the study was framed and guided by the second generation of Cultural Historical Activity Theory (CHAT) as an analytical tool to achieve my research goal. The following questions guided the study in two phases. Phase one: What were the perceived causes for the nonsustainability of the learner leadership (LL) club at the school? Phase two: How is the notion of learner leadership understood in the school? How is leadership developed on the LRC? What enables and constrains leadership development of learners on the LRC? The research participants were thirty LRC members from grades 6 and 7 and15 teachers who teach the LRC members. The principal and three HOD’s were also research participants being part of the Senior Management team. One of the HOD’s also fulfils the role of the guardian teacher to the LRC. A school board chairperson also participated in the Change Laboratory Workshop. Data was generated through multiple data sources such as questionnaires, individual interviews, a focus group interview and observation. The findings from phase one of the study revealed that the learner leadership club’s intervention was a success during the 2014 academic year, but the absence of the learner leadership club as an extra-mural activity affected the sustainability of the club into the next academic year 2015. Findings from phase two revealed that leadership opportunities did exist at the school for learner leadership development. However, a few challenges emerged relating to traditional views of leadership and constraining factors that could affect learner leadership development at the school. Thus, Change Laboratory workshops were held to find solutions to the challenges, in order to promote and enhance learner leadership development, hopefully for the future of the Namibian child.
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Kite, Travis G. "The Perceptions of Implementation Teams on the Impact of Character Development Programs on School Culture, Student Behaviors, and Student Leadership Skills." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10937644.

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Creating a positive, engaging school culture is a goal of most school districts and school administrators (Clark, 2015). Many educators believe the most effective methods of instilling a positive school culture include school-wide systems of implementation (Gruenert & Whitaker, 2015). This qualitative study included an in-depth look at the perceptions of implementation teams from two counties in southwest Missouri on the impact of school-wide character development models on school culture, student behaviors, and student leadership skills. The study was also designed to determine the factors within a school that have the greatest impact on the implementation process. Interviews were conducted with focus groups to gather insight into the perceptions of teachers, administrators, and implementation leaders. After completion of all focus groups, it was evident many commonalities exist among the implementation teams across the varying buildings and districts. Most participants agreed their implemented character development model had a positive impact on school culture throughout the process. The impact associated with student behaviors and student leadership skills depended much more specifically on the goals associated with the school-wide systematic model. The study also resulted in data indicating factors that impact the implementation process are very similar to factors that impact any large-scale change initiative. The results of this study can provide insight for administrators and implementation leaders when considering the preparation and planning of systematic character development models.

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Straub, Kolin R. "Gender identity development in male student leaders at a midwestern university /." View online, 2010. http://repository.eiu.edu/theses/docs/32211131575065.pdf.

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Black, William J. "The Relationship between Involvement in Religious Student Organizations and the Development of Socially Responsible Leadership Capacity." UKnowledge, 2017. http://uknowledge.uky.edu/epe_etds/48.

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This study of 76,365 students from 82 U.S. institutions explored the relationship between involvement in a religious student organization and student capacities for socially responsible leadership, based on the Social Change Model of Leadership (SCM). Results from t-tests found students involved in both religious and secular student organizations reported statistically significantly higher scores on all eight measures of socially responsible leadership than students involved in only religious student organizations. Hierarchical multiple regression models explained between 26% and 29% of the variance in student reported levels of overall socially responsible leadership. Compared to students involved in no organizations, involvement in religious only, secular only, and both religious and secular organization types were found to be negative yet statistically insignificant predictors of socially responsible leadership. The highest predictors of socially responsible leadership were precollege capacities for socially responsible leadership, number of years in school, and collegiate student organization involvement frequency.
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Tennison, Megan. "Identifying the Core Elements of Developing Student Leaders in a College Ambassador Program." UKnowledge, 2016. http://uknowledge.uky.edu/cld_etds/26.

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Within the university system, student organizations have historically had multiple positive influences on the students who choose to participate in them. This study looked at a particular banner organization in the College of Agriculture, Food and Environment at the University of Kentucky. Using the Social Change Model of Leadership Development theory as a backbone, a survey was created to evaluate the impact UK CAFE Ambassador Program has on its participants, as well as to identify avenues for improvement. This is a program that seeks to represent the college through recruitment and to develop student leaders through soft skill building. After surveying current and past ambassadors, there is overwhelming evidence that the UK CAFE Ambassador Program has positively impacted the students whether it was through skills building, networking, or college experience.
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Santos, Miller Amanda Carmin. "Training for the Future| College Student Employee Persistence through Engagement and Development." Thesis, University of La Verne, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13806317.

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Purpose. The purpose of this qualitative phenomenological study was to understand the lived experiences of student leader employees in relation to retention through the lens of development via engagement at a small, non-profit private university in Southern California.

Methodology. This study used a phenomenological approach to understand the lived experiences of student employee leaders. The researcher interviewed ten full-time undergraduate student employees who had been working in their leadership role for at least one year. The students interviewed were juniors and seniors.

Findings. The student employee leaders reported building strong relationships with their supervisors and peers as a result of on-campus employment. Students reported that their place of employment was a safe place for them to be and that they enjoyed the convenience of flexible hours and financial stability. The student employee leaders in this study felt supported and connected due to the people they have encountered throughout their employment at the institution. The student employee leaders also faced challenges and growth through their experiences working on campus. Lastly, students learned skills through various training methods.

Conclusion. The student employee leaders in this study reported that their relationships with supervisors and students contributed to their decision to remain at the institution. The students interviewed in this study also felt that what they learned in their place of employment could have longer implications in applying what they are learning to their future careers.

Recommendations. It is essential for student employees on campus to gain valuable experiences while working during college to engage and develop students to prepare for the future. Universities should emphasize for students to work on campus to help them build transferable skills and engage students in meaningful work to make the best of their time while in college.

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Wuggazer, Shauna L. "Transformational and transactional leadership development through participation in collegiate student organizations at Ball State University." Virtual Press, 2000. http://liblink.bsu.edu/uhtbin/catkey/1178359.

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The purpose of this study was to examine the Ball State University collegiate student organizational structure and determine how leader and manager roles develop, :based on responses that student organizational officers and members provide on the Leadership Questionnaire (Burke, 1988) at two different times during the 1999-2000 academic year. This study also investigated the development process of student officer positions to determine whether transactional (management) or transformational (leadership) is promoted. Using thethe pre- and post-test data, the results showed that those subjects who were members decreased in leadership skill development, while officers increased in leadership skill development during a two month time span. The difference between the two groups was significant at the .064 level. (F (1,23) = 3.79, p = .064) The alpha level was chosen as .10 due to the exploratory nature of the study and the small data history. This data confirms our initial research hypotheses that 1) participation in authority roles develops leadership skills, and 2) those authority roles are experienced as leadership roles.
Fisher Institute for Wellness and Gerontology
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Kahn, Joshua. "The Development and Validation of a Measure of Administrator Decision-Making in Student Discipline." Thesis, University of Oregon, 2018. http://hdl.handle.net/1794/23761.

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The art and success of being a competent school administrator relies in large part on the ability to make decisions that address problems effectively, equitably, and efficiently. Despite the importance of this skill, there is a dearth of psychometrically-sound, quantitative measures that focus on school-based administrators (i.e., principals and asst. principals) and the decisions they make. To fill this gap, this study developed and validated a constructed response measure of Administrator Decision-Making in Student Discipline (ADMin-SD). ADMin-SD was developed and validated in three iterative phases: examining the content validity of the items, followed by pilot testing them, and concluding with a field test. The instrument demonstrates adequate reliability and moderate discriminant validity. Implications for researchers include having a tool to conduct future studies of administrator decision-making. As ADMin-SD collects qualitative data and transforms it into quantitative scores, both qualitative and quantitative studies can be conducted. Practitioners have a measurement tool that can help guide instructors of administrative licensure programs in their development of instructional units on decision-making skills. Further, districts and states can identify who is a strong decision-maker in student discipline situations and who needs further professional development.
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Ferguson, Kimberly M. "Exploring Black Women's Character Development and Ethical Leadership Development at Spelman College." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1427997182.

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Battin, James Vernon. "Higher Education Leaders' Transformative Learning and Leadership Experiences Responding to Student Drug Abuse." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4124.

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Today's academic and social environment creates uncertainties, new roles, frequent changes, and challenging situations for student affairs academic leaders. The purpose of this study was to explore how student affairs academic leaders described their recent challenging experiences in addressing student drug abuse in higher education. The conceptual framework was based on adult transformative learning theory and applied transformative leadership perspectives. An interview format with open-ended questions was used to explore the experiences of 8 student affairs leaders who had faced challenging situations in the context of student drug abuse. A qualitative interpretive analysis was used that involved open coding of significant words and statements that were further classified into themes. Results from the leaders' experiences indicated 4 themes associated with transformative learning: challenge, reflection, constructive dialogue, and action, as well as 7 themes related to transformative leadership: accurate information, collaboration, constructive dialogue, critical reflection, responsibility, support, and vision. Critical reflection and vision were also found to have aided leaders faced with challenging situations. A significant finding was that all participant leaders asserted the importance of applying evidence-based research in the hope of developing positive action for both the students' well-being and the growth of the academic institution. The results of this study have the potential to inform best practice in adult transformative learning and adult transformative leadership, benefiting academic leaders facing challenging situations in their social and academic environments.
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Glavey, Christopher. "Helping Eagles Fly: A Living Theory Approach to Student and Young adult Leadership Development." Thesis, University of South Wales, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.491219.

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This thesis offers an explanatory account of my living theory of educational leadership in fostering and sustaining student and young adult leadership processes in educational and community settings. Grounded in my research to address my concern for the marginalisation and voicelessness of young people in schools and within their local communities, I explain how I have developed educational processes to help them to develop their leadership abilities and provided them with opportunities to express these abilities in contributing to a good social order in educational and community settings.
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Owen, Julie E. "Towards an empirical typology of collegiate leadership development programs examining effects on student self-efficacy and leadership for social change /." College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/8491.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2008.
Thesis research directed by: Dept. of Counseling and Personnel Services. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Vickers, Jane Louise O'Brien. "Relationships between leadership skills and future homemakers of america activities, other leadership development activities, selected student, family and other characteristics /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu14878581061187.

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Miller, Ricketts Amanda Ilene. "Improving Students' Perceptions of Teacher Care Through Teacher Professional Development." Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1573737421317659.

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Manyibe, Benard Mairura. "Building African College Student Leaders: The Role of Campus Community Service." Bowling Green, Ohio : Bowling Green State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1182793105.

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Watson, Shannon Timm. "Student Employment in Student Affairs Units: Characteristics of Educationally Purposeful Environments." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1053.

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Approximately 80% of undergraduate students work during the course of their undergraduate studies. Ideally, student's on-campus employment would contribute to his or her learning and development. However, because student employment is typically approached as the fulfillment of job tasks rather than student development, higher education institutions miss critical opportunities for supporting student academic and social integration. This study reframes on-campus student employment as a developmental effort. Data in this qualitative study indicate that on-campus employment can offer opportunities for student development and academic and social integration, and that it can positively influence students' sense of mattering and overall satisfaction with their college experience. It highlights the importance of supervision in student employment and informs our understanding of the ways different types of jobs can influence students' experiences. Given that students with fewer economic resources often come from educationally disadvantaged backgrounds and are potentially more at-risk for not completing their studies, colleges and universities should reconfigure on-campus jobs as opportunities for both employment and academic success.
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Cavins, Bryan Jeremy. "The Relationship between Emotional-Social Intelligence and Leadership Practices among College Student Leaders." Bowling Green State University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1131374548.

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Chae, Ki Byung. "Development of the Chae Optimal Supervision Environment Test." W&M ScholarWorks, 2013. https://scholarworks.wm.edu/etd/1550154036.

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