Date of Award
Doctor of Philosophy (PhD)
The development of students as leaders is a priority for most institutions of higher education and research suggests that students' leadership skills increase as a result of engagement in the collegiate environment. Given the scarcity of leadership models and instruments designed specifically for college students, research regarding leadership development among college students is lacking.
The purpose of this study was to analyze the differences in leadership development among various levels of student involvement within several student groups as measured by self-reported scores on the Multi-Institutional Study of Leadership instrument. The basic research question was: Were there significant differences between student scores on the Multi-Institutional Study of Leadership instrument by student involvement or lack of involvement in various student groups?
The four categories of students created are listed below. (1) Students involved with social fraternities or sororities and at least one other category of student/extracurricular groups (student groups); (2) Students involved with three or more categories of student/extracurricular groups (student groups), but not with any social fraternities or sororities; (3) Students involved with one or two categories of student/extracurricular groups (student groups), but not with any social fraternities or sororities; and (4) Students not involved in any student/extracurricular groups (student groups). In addition, the responses were analyzed based on the gender and the class level of the respondents in each of the groups.
The specific constructs or values of leadership development analyzed in this study are addressed in the Social Change Model of Leadership Development. These values are: consciousness of self, congruence, commitment, collaboration, common purpose, controversy with civility, citizenship, and change.
The findings revealed overall significant differences among the levels of involvement on the eight values of the Social Change Model. Overall, females had significantly higher mean scores than males. Results indicated no significant interactions between gender and levels of involvement on the eight values of the Social Change Model. The findings by class level suggested significant differences in the mean scores of first year/freshmen and senior students by levels of involvement. The overall differences in the mean scores of sophomore and junior students were not significant. The results of the study indicated that involvement in student groups has a positive relationship to students' growth in leadership development.
Gerhardt, Chastity Beth, "The Social Change Model Of Leadership Development: Differences In Leadership Development By Levels Of Student Involvement With Various University Student Groups" (2008). Theses and Dissertations. 738.