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Using longitudinal data from 875 students at 10 institutions, descriptive and multivariate analyses were conducted to assess whether student participation in leadership education and training programs has an impact on educational and personal development. Results indicate that leadership participants showed growth in civic responsibility, leadership skills, multicultural awareness, understanding of leadership theories, and personal and societal values.
Developing leadership skills and abilities among students is a claim made by many college and university mission statements as an important aspect of creating educated individuals (Clark, 1985; Roberts, 1997). Yet, despite this laudable goal, most institutions have traditionally only paid minimal attention to the development of their students as leaders in terms of offering specific leadership programs or curricula. This situation seems all the more ironic given increased accountability pressures placed upon institutions by their constituents and the public to prepare college graduates to deal with major economic, societal, and environmental issues. Indeed, developing leadership values and skills for effective civic involvement is often a secondary rather than a primary function of colleges and universities. Thus, although the short- and long-term goals of leadership development efforts are seemingly important educational objectives, competing institutional priorities often hinder the advancement of intentional leadership development programs on campuses.
Fortunately, the study of leadership and leadership development is steadily increasing at higher education institutions (Huey, 1994; Kezar & Moriarty, 2000; Roberts, 1981). The Center for Creative Leadership has estimated that nearly 700 college leadership programs exist across the country (Schwartz, Axtman, & Freeman, 1998). These programs range from a series of short workshops offered by student services personnel to academic minor or major degree programs offered by the faculty. The result is that implicit notions to nurture civic responsibility and leadership ability are being replaced with explicit strategies to provide students with the knowledge and experiences to enhance their leadership capabilities.
Despite the large number of investigations into the impact of leadership development programs in business organizations (e.g., Fuchsberg, 1993; Lombardo & McCall, 1981; McCauley & Hughes-James, 1994; Phillips, 1996; Smith, 1993; Tharenou & Lundon, 1990; Young & Dixon, 1996) and in community-based programs (e.g., Bolton, 1991; Daugherty & Williams, 1997; Robs & Langone, 1993; Seeley, 1981; Whent & Leising, 1992; Williams, 1981), far fewer studies focus on the development...