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Leadership development in student affairs graduate preparatory programs

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Leadership development in student affairs graduate preparatory programs

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LEADERSHIP DEVELOPMENT IN
STUDENT AFFAIRS GRADUATE PREPARATORY PROGRAMS

by

Kelly Anne Nelson

_____________________________________________________________

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

December 2010

Copyright 2010 Kelly Anne Nelson

ii
Dedication

This dissertation is dedicated to my daughters Charlotte Joy and Annabelle
Jane; to my husband (and fellow Ed.D. graduate!), Matt; and to my mother, Melissa
Carmody. Without their support and sacrifice, none of this would have been possible.
I love you all and promise to spend more time with each of you!

iii
Acknowledgements

To my committee, Dr. Adrianna Kezar, Dr. Alex Jun, and Dr. Amy Johnson,
thank you for not giving up on me! As I finish these last few edits from thousands of
mile away, I am eternally grateful for your support, guidance, and unwavering belief
that I would finish.
To my classmates, particularly Chris Zacharda and Michelle Yeung, thank
you for paving the road ahead of me and for sharing your experiences with me. Chris
and Michelle, thank you for listening to me whine and complain. I wouldn’t have
made it without you!

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Table of Contents

Dedication ii
Acknowledgements iii
List of Tables v
List of Figures vi
Abstract vii
Chapter I: Leadership Development in Student Affairs Graduate 1
Preparatory Programs
Chapter II: Review of the Literature 15
Chapter III: Methodology 58
Chapter IV: Data Analysis 85
Chapter V: Results 146
References 182
Appendices 192
Appendix A: ACPA Leadership and Management/Administration 192
Professional Competencies
Appendix B: Emails sent to CSP-Talk List and to Case Study Sites 198
Appendix C: Interview Protocol for Program Directors 199
Appendix D: Group Interview Protocol for Faculty 201
Appendix E: Group Interview Protocol for Supervisors 203
Appendix F: Group Interview Protocol for Students 205
Appendix G: Observation Protocol 207
Appendix H: Document Review Protocol 208

v
List of Tables

Table 1: Center for Creative Leadership: Roles Played by Others 39
in Developmental Relationships
Table 2: Components of Leadership Development 43
Table 3: Data Collection Methods by Site 67
Table 4: Curricular Design of Courses Related to Leadership 96
Table 5: Supervised Practice Opportunity Requirements 101
Table A1: Resource Management Competencies 192
Table A2: Human Resources Competencies 193
Table A3: Organizational Development Competencies 194

vi
List of Figures

Figure 1: Leadership and Administration/Management Sub-competencies 20
Figure 2: Kolb: Cycle of Learning 28
Figure 3: Boyatzis: Theory of Self-Directed Learning 33
Figure 4: Center for Creative Leadership: Developmental Process 36
Figure 5: Center for Creative Leadership: Developmental Experiences 37
Figure 6: Conger: Four Approaches to Leadership Training 40
Figure 7: Teaching and Learning Methods 87

vii
Abstract

As colleges and universities increase in complexity, so do the leadership
demands of student affairs professionals. Today, entry-level professionals are
expected to be competent leaders. As a result, student affairs graduate preparatory
programs (SAGPPs) have an obligation to foster the leadership development of their
enrolled students. This qualitative study explores how student affairs graduate
preparatory programs (SAGPPs) teach the theoretical constructs and practical
applications of leadership.
Students, faculty, and internship supervisors from two universities were
interviewed on their perceptions of how and where leadership development was
being taught in the SAGPP. The findings demonstrate that leadership development in
SAGPPs is fostered through a process involving knowledge acquisition, skill-
building, feedback, and reflection. Faculty and supervisors unanimously agreed that
leadership is an important learning outcome for SAGPP students. Unfortunately,
there are many competing priorities that can interfere with providing leadership
development in the classroom and in the internship setting. The findings indicate that
students are highly motivated to learn and grow as leaders. They have found ways to
ensure that their leadership development needs are met. These methods include
involvement in extracurricular activities and the cultivation of significant
relationships with faculty, supervisors, mentors, advisors, and peers. These
relationships were shown to be highly effective in nurturing students’ leadership

viii
development. Two of the most interesting findings were 1) the importance of verbal
processing and 2) the need for faculty and staff to have a strong sense of their role as
leadership educators.
Implications for SAGPPs seeking to maximize the leadership development
opportunities for students include: 1) cultivating a strong leadership educator identity
among faculty and supervisors, 2) increasing the amount of time spent talking about
leadership, 3) building strong relationships between SAGPP faculty and internship
supervisors, 4) ensuring that students have a developmental network made up of
multiple significant relationships, and 5) increasing the quality, frequency and
amount of feedback and reflection used to foster leadership development.

1
Chapter I
Leadership Development in Student Affairs Graduate Preparatory Programs

Introduction and Background of the Problem
Leadership is particularly important in today’s educational environment
which is “faced with economic uncertainty, eroding public confidence, demands for
accountability, and growing numbers of students from historically under-represented
groups” (Jacoby, B. & Jones, S. R., 2001, p. 405). Many major documents and
textbooks in the field of student affairs cite the importance of leadership in student
affairs administration (AAHE, ACPA, & NASPA, 1998; Barr, Desler, & Associates,
2000; Blimling & Whitt, 1999; Clement & Rickard, 1992; Evans & Tobin, 1998;
Komives, Woodard, & Associates, 1996; Love et al., 2007; Love & Estanek, 2004;
Miller & Winston, 1991; NASPA & ACPA, 2004; Rentz, 1994; Winston, Creamer,
Miller, & Associates, 2001). As leadership theories begin to recognize the
importance and value of less hierarchical forms of leadership (Kezar, Carducci, &
Contreras-McGavin, 2006), it becomes critical for administrators at all levels,
including entry-level practitioners, to have well-developed leadership skills
(Burkard, Cole, Ott, & Stoflet, 2004; Kretovics, 2002; Kuk, Cobb, & Forrest, 2007;
Waple, 2006).
Numerous studies that examined the competencies of successful
professionals in student affairs found leadership, or aspects of leadership, to be
essential to the success of student affairs administrators (Burkard et al., 2004;

2
Herdlein, 2004; Kretovics, 2002; Kuk et al., 2007; Lovell & Kosten, 2000; Pope &
Reynolds, 1997; Roberts, 2005; Waple, 2006). While it is clear that “leadership” is
needed in student affairs, trying to define “leadership” in general is a difficult and
complex task. None of the studies cited above offer a clear definition of leadership or
a specific set of leadership competencies. Lovell and Kosten (2000), in their meta-
analysis of thirty years of research, found that 83% of studies cited “administration
and management” skills as “critical to the success of a student affairs professional”
(p. 561), while only 43% felt that “leadership” was essential (Lovell & Kosten,
2000). It is not possible, after reviewing the competency literature, to determine if
there is a distinction between administrative, management and leadership skills.
Some studies group these terms into one category, while others like the Lovell and
Kosten study split them into separate categories. It is unclear if this distinction is
important in terms of defining leadership.
While the literature base has not yet reached consensus about the set of skills
or competencies required for a successful “leader” in student affairs, the Association
of College Personnel Administrators (ACPA), one of two major organizations that
guides the field of student affairs, recently published a “Document on Professional
Competencies” (Love et al., 2008). The report identified eight competency areas and
listed a set of basic, intermediate and advanced skills for each area. The competency
area of Leadership and Administration/Management is broken down into four sub-
categories: resource management, human resources, organizational development, and
social responsibility/civic engagement. Given the lack of a research-based definition

3
and ACPA’s important role in the field of student affairs, this document provides a
partial framework for this study and offers specific leadership skills and
competencies that can be explored within the SAGPP context.
Student affairs administrators clearly need strong individual leadership skills,
but they also need the ability to use those skills within the process of organizational
leadership. A recent review of leadership research cautions against seeking a laundry
list of traits and behaviors that will easily improve a practitioner’s leadership ability
(Kezar et al., 2006). Kezar and her colleagues (2006) remind us “leadership is a
complex, dynamic phenomenon with few quick answers or easy solutions” (p. 158).
However, because leadership is not an innate skill it must be developed. Thus,
“leaders are urged to learn a basic set of skills and competencies but be sensitive to
varying their approach based on institutional culture and context or the situation at
hand (Kezar et al, 2006, p. 162). For the purposes of this study, leadership is defined
as a relational process, involving influence and based upon mutual goals, where
people work together to create or respond to change. With a definition in place to
frame the conversation, the next question is where and how leadership skills should
be developed.
Leadership Development in Student Affairs
A new professional in university administration was once paired with an
experienced practitioner who mentored the new employee into the field and gave
him or her increasing autonomy while carefully ensuring that any mistakes made
were not truly detrimental (Stage & Dannells, 2000). With the passing of the G.I.

4
Bill, enrollment in U.S. colleges and universities swelled from the late 1950s through
the 1970s (Komives et al., 1996). This rapid growth brought with it an increased
number of specialized student affairs positions, but also required an “increased
reliance on paraprofessionals and peer advisors” (Komives et al., 1996, p. 35). With
the sudden proliferation of students, job specialization, and increase in the use of
student employees, the one-on-one apprenticeship model of mentoring became too
time-consuming. Increasingly, student affairs administrators expected entry-level
practitioners to be ready to work from day one and to have the ability to apply their
graduate school knowledge and experiences (Kuk et al,, 2007; Phelps, 1998). While
this may be an unrealistic expectation, in today’s organizational landscape, new
professionals may find that they are handed the keys to their office and expected to
simply start working (Renn & Hodges, 2007). However, several authors suggest that
graduates from student affairs graduate preparatory programs (SAGPPs) may not be
adequately prepared to “hit the ground running” as a new professional in student
affairs (Ambler, Amey, & Reesor, 1994, as cited in Amey & Reesor, 1998;
Jablonsky, 1998; Renn & Jessup-Anger, 2008; Stamatakos, 1981; Upcraft, 1998).
Recently, there has been an effort to examine new professionals’ perceptions
of their own skill or competency levels. Roberts (2005) surveyed student affairs
practitioners to assess their self-perceived level of skill development and found that
new professionals ranked leadership as something they were “working on and
concerned with” but had not yet “mastered.” The Report on the New Professional
Needs Study (Cilente, K., Henning, G., Skinner Jackson, J., Kennedy, D., & Sloan,

5
T., 2007) asked new professionals to rate their need for professional development in
30 areas. Respondents rated these items on a scale of 1 to 10 with a 10 representing
“high need.” “Enhancing leadership skills” ranked 10
th
with a score of 7.15. It can be
expected that young professionals would not have fully-developed leadership skills,
but it seems evident that they would benefit from additional leadership training.
Student affairs professionals need and want leadership development.
While entry-level professionals are expected to have strong leadership skills,
it is unclear where and how they should learn those skills. An ongoing debate exists
concerning the best ways in which to teach and develop the skills needed to be a
successful affairs administrator. Does a student affairs professional need a master’s
degree to be successful? Does she need a doctoral degree? Should he come from a
particular type of employment background or have a particular set of prior
experiences? What is it that makes one administrator more successful than another?
In 1979, Paul Bloland, a well-known scholar in the field of student affairs, argued
that even a senior student affairs officer (SSAO) did not need to have any special
training or background so long as he possessed solid leadership and organizational
skills. The question is where should an aspiring student affairs practitioner learn
these leadership and organizational skills?
Employers expect new professionals to possess leadership skills but currently
do not offer any significant training or orientation for these entry-level staffers (Renn
& Hodges, 2007), thus it is critical that the development of basic leadership
competencies occur prior to their first professional position. A master’s degree is

6
required for most entry-level positions in student affairs and employers assume that
an earned degree means the graduate has been “adequately prepared for entry-level
employment” (Kretovics, 2002, p. 912). While there is no research on how
leadership skills differ between those who graduate from a student affairs preparation
program and those who do not, a master’s degree has now become a common
requirement for entry-level student affairs practitioners (Kretovics, 2002; Kuk et al.,
2007; McEwen & Talbot, 1998). Since leadership is essential for new professionals,
it seems natural to assume that leadership development is addressed in student affairs
graduate preparatory programs. Unfortunately, very little research looks specifically
at what SAGPP graduate students are learning about leadership and how leadership
development is taught in these programs.
Leadership Development in Graduate Preparatory Programs
In the late 1980s, Judy Rogers (1991, 1992) conducted a study exploring
leadership development in student affairs graduate preparatory programs. Her
research was conducted in two parts with the first focusing on the perspectives of
faculty and the second of students. She found that faculty believe leadership is an
objective of student affairs graduate programs, although not always a primary one
(Rogers, 1991). Given the importance of leadership in the field of student affairs, it is
interesting that leadership is not necessarily seen as a primary learning objective for
students in SAGPPs. In Rogers’s study, twenty-two faculty from 11 graduate
preparatory programs were surveyed and they reported group projects, class
presentations, and mentoring as the main techniques used to develop leadership in

7
their students. They also “intentionally designed program environments that stressed
cooperation and community” (Rogers, 1992, p. 178) and assumed that students were
learning leadership skills in their internships (Rogers, 1991). However, the impact of
these techniques and experiences were not assessed. Rogers did not include student
affairs administrators in her study, but it would have been interesting to see if they
agreed with the faculty perspective.
In the second portion of her research, Rogers (1992) surveyed 61 students at
10 institutions. Most of the students reported that their graduate programs were
significant in their development as leaders and they cited assistantship supervisors,
followed by faculty, as those primarily influential in aiding their leadership
development (Rogers, 1992). As a result of her research, Rogers found that “most
faculty recognize how significant a role the practicum/internship experience plays in
a student’s leadership development, but the link between these experiences and
formal theories is often, as a faculty member put it ‘indirect, informal, and implicit’”
(1992, p. 178). We do not know if or how current SAGPPs are intentionally using
assistantships to foster leadership development.
Supervised Practice in Graduate Preparatory Programs
According to the Council for Advancement of Standards in Higher Education
(CAS), leadership development should be addressed in the classroom as well as
through what they call “supervised practice” (CAS, 2006). Supervised practice in
student affairs graduate programs generally occurs during an internship or
assistantship. These assistantships seem to have taken the place of the

8
apprenticeship-like relationships that used to be commonplace and offer future
administrators a type of laboratory where they can apply, in a real-life setting, the
leadership theories learned in the classroom. Specifically, the CAS standards offer
guidelines for masters-level graduate programs in student affairs including that the
curriculum “must include studies of organizational, management, and leadership
theory and practice; student affairs functions; legal issues in higher education; and
professional issues, ethics, and standards of practice” (CAS, 2006, p. 352). The
standards and guidelines also state that students should complete 300 hours of
“supervised practice” which should encompass two unique experiences. There are
also recommendations that a supervisor should possess “at least a master’s degree in
student affairs or related area of professional study” and “several years of successful
professional experience” (CAS, 2006, p. 353).
In the absence of a formal accreditation process, the CAS standards are the
best tool for designing and evaluating a graduate preparatory program. One study of
entry-level competencies made the assumption that “if the program curriculum is
aligned with the standards and guidelines set forth by CAS, then the graduates
should be adequately prepared for entry-level employment within student affairs
departments throughout higher education” (Kretovics, 2002, p. 912). A study by
Young and Janosik (2007) found that graduates from CAS-compliant programs
showed “greater confidence in 48 of 60 outcomes” in the Foundational Studies area
(which does not include leadership) as compared to graduates from programs that do
not meet CAS standards (p. 361). However, the CAS standards fail to offer any

9
guidelines to evaluate the quality of the supervised practice experiences or
suggestions for how these experiences can be linked to the academic content of the
program (Kuk et al., 2007). This leaves us without a “stated connection or clear link
between these experiences and the actual development of professional competencies
that intentionally integrate theory and practice” (Kuk et al., 2007, p. 666). The CAS
Standards offer guidelines for what should be taught and by whom, but it does not
suggest how to ensure that the students can apply their classroom knowledge in the
supervised practice opportunities or positions of future employment. However, a
large body of literature exists which suggests that SAGPPs can link classroom
learning with supervised practice opportunities by using experiential learning to
increase these theory-to-practice connections in leadership development.
Connecting Theory to Practice
Teaching leadership is a complex task and research demonstrates that
leadership cannot, and should not, be taught solely in the classroom (Conger, 1992).
Several scholars argue that theory-to-practice transfer can be enhanced through the
use of experiential learning (Argyris & Schon, 1974; Dewey, 1938; Kolb, 1984;
Schein, 1972). For an applied field such as student affairs, experiential learning is
important because it provides opportunities for students to practice their developing
leadership skills. The importance of practical experience has long been valued in
SAGPPs. The first master’s degree in student affairs, granted in 1914 at Teachers
College, Columbia University, required a “practicum in which concrete problems
confronted by the dean of women were discussed” (Lloyd-Jones, 1949, p. 263; as

10
cited in McEwen &Talbot, 1998, p. 129). Assistantships offer future administrators a
natural setting where they can apply, in a real-life setting, the leadership theories and
skills learned in the classroom. However, simply offering assistantship opportunities
is not enough to ensure that theory-to-practice connections are occurring.
What sets experiential learning apart is that the “experience of the learner
occupies the central place in all considerations of teaching and learning” (Andresen
et al., 1995, p. 225). This implies that the assistantships should be primarily a
learning opportunity rather than a traditional position of employment. The quality of
these supervised practice experiences in SAGPPs has not been widely regulated
(Komives, 1998) and has been frequently questioned (Jablonsky, 1998; Komives,
1998; Kuk et.al, 2007; McEwen & Talbot, 1998; Upcraft, 1998). Students have often
reported the “need for more developmental supervision and more integration of their
formal classroom learning with their job expectations” (Komives, 1998, p. 185).
Leadership development theory can be used, along with experiential learning theory,
to design SAGPP curriculum and assistantships in a way that maximizes theory-to-
practice learning.
Experts in leadership development have proposed several models to describe
how leadership is learned (Boyatzis, 1999; Conger, 1992; McCauley & Van Velsor,
2004). Leadership appears to be learned through a process that involves components
of knowledge acquisition, skill-building experiences, feedback, reflection, and the
application of learning. These concepts will be explored, in greater detail, in chapter
II. To date, there are no studies that explore how experiential learning or leadership

11
development theory is being used to teach leadership in student affairs graduate
preparatory programs. As a result, we do not know if the SAGPPs are using the
components of leadership development described above.
Statement of the Problem
The literature demonstrates three points that are highly relevant to this study:
1) leadership is an important competency for student affairs practitioners and
leadership skills are needed even in entry-level positions, 2) leadership development
should be a significant focus of graduate preparatory programs because student
affairs practitioners expect new professionals to possess foundational leadership
skills, and 3) it is difficult to teach leadership without an experiential component.
However, while evidence supports the role of experiential learning, we do not know
the role that graduate assistantships play in skill attainment (Waple, 2006), or how
supervised practice opportunities are intentionally designed to foster leadership
competencies (Kuk et al., 2007).Through documents produced by ACPA and CAS,
educators have a framework to define leadership and competencies for practitioners
as well as guidelines for curriculum and supervised practice in graduate preparatory
programs. However, little research exists that describes how leadership, both the
theoretical and practical components, is taught in current preparatory programs.
Purpose of the Study
In this study, I will examine how student affairs graduate programs prepare
students to be effective leaders in the higher education environment. The focus will
be on how leadership development is taught in student affairs graduate programs.

12
Specifically, I will explore how graduate preparatory programs use experiential
learning to enhance theory-to-practice transfer. I will collect data that illustrates the
students’ exposure to and experiences in leadership development during their
coursework and assistantship. Multiple models of leadership development, described
in chapter II, will be used to identify and evaluate the leadership development
opportunities provided in these programs. By providing a look at how leadership is
addressed in the curriculum of student affairs graduate preparatory programs and
offering best practices, taken from two case studies, this study will provide strategies
for how theory-to-practice connections in leadership development can be enhanced.
Research Questions
The main research question for this study is: How do student affairs graduate
preparatory programs (SAGPPs) teach the theoretical constructs and practical
applications of leadership? Specifically, I will explore:
 Where and how, in the curriculum, are students taught leadership theory
and skills/competencies?
 Where and how do students have the opportunity to apply that knowledge
in ways that enhance theory-to-practice learning?
 Where and how is the leadership development of SAGPP students
assessed?
 Have preparatory programs been intentionally designed to promote
theory-to-practice learning in the area of leadership development?

13
Significance of the Study
Much of the competency literature suggests that recent graduates of student
affairs preparation programs often find themselves in entry-level jobs that require
significant leadership skills that include supervision, crisis and conflict management,
collaboration, teambuilding, managing organizations and groups, and dealing with
change (Burkard et al., 2004; Kuk et al., 2007; Scott, 2000; Waple, 2006). According
to Burkard et al., these “competencies represent a significant change in expectations”
(p. 298), which may be a result of the changing role of new professionals in student
affairs. Since professionals entering the field of student affairs need strong
leadership skills, it is important to know how best to facilitate leadership
development in graduate preparatory programs.
This study will contribute to the profession’s understanding of what and how
leadership is being taught in SAGPPs. It will also provide suggestions for improving
the curricular experience to enhance leadership development. These findings will be
useful to graduate preparatory faculty, internship/assistantship supervisors, and
supervisors of new professionals. The results of this study will also be beneficial to
graduate preparation programs that are interested in intentionally designing their
students’ experiential learning opportunities for maximum leadership development.
It will provide suggestions for how graduate preparatory programs can ensure that
their students develop an appropriate theoretical knowledge base and the ability to
apply that knowledge in a real-world setting.

14
Since not all assistantships are tightly connected to academic programs, the
findings in this study could provide an argument for a more formal relationship
between assistantship programs and the academic curriculum if assistantships are
found to have a significant influence in the development of leadership skills.
Ultimately, this study will provide valuable information to graduate preparatory
program faculty and student internship supervisors who are interested in better
preparing leaders for the field of student affairs.

15
Chapter II
Review of the Literature

Given the ever-changing landscape of U.S. colleges and universities, student
affairs administrators will be challenged to provide leadership in increasingly
complex and evolving organizations. This leadership will need to come from
professionals at all levels, including entry-level administrators. Since a master’s
degree has become a common requirement for most entry-level positions (Kretovics,
2002; Kuk et al., 2007; McEwen & Talbot, 1998), student affairs graduate
preparatory programs (SAGPPs) are an ideal place for future professionals to
develop leadership knowledge and skills. We know that leaders learn through
leading (Day, 2001; McCall, 2004), so it is important for SAGPPs to offer a
curriculum that provides students the opportunity to practice their leadership skills.
By studying the process of how leadership is learned, SAGPPs can design curricular
programs that intentionally foster leadership development and help students learn to
become effective leaders in the higher education milieu.
The literature review that follows will explore the definitions of leadership,
what we know about how leadership is taught in SAGPPs, theories of how leadership
is learned, and finally, five components that appear to be significant in the
development of leadership. First, a brief description of current and relevant attempts
to define leadership and corresponding competencies will be provided. Before
moving into the narrow topic of leadership development in SAGPPs, it is important

16
to understand what is meant by the global term “leadership.” A document by the
American College Personnel Association, one of the major professional
organizations for student affairs administrators, will be used to provide a framework
of leadership and related competencies. After discussing definitions and
competencies, I will then explore what is known about leadership development in
graduate preparatory programs. This section will be used to explain what little has
been studied and what remains unanswered. I will conclude by exploring experiential
learning theory and leadership development theory, which will offer several ideas on
the process of how leadership can be learned. While there are numerous published
leadership development theories, the ones I have selected were created by well-
respected scholars in the field of learning and/or leadership development. There are
no existing models of leadership development specifically for student affairs but I
will discuss how these chosen theories may be adapted for use by faculty and/or
supervisors of students enrolled in SAGPPs. These models are critical to the design
of my study and provide a framework to guide my data collection and analysis.
What are Leadership and Leadership Development?
It is difficult to explore the process of leadership development without a clear
understanding of what is meant by the term “leadership.” In order to examine the
way in which leadership is taught in SAGPPs, a working definition is needed. Should
courses on management, group dynamics, and/or finances be considered leadership
development? Do internships offer ways to develop leadership skills? Without a
framework to guide this study, it would be impossible to know where to begin in the

17
exploration of how leadership is taught in SAGPPs. This section will offer clarity
regarding current opinions on the broad definition of leadership, the differences
between leader and leadership development, and leadership competencies in student
affairs.
Trying to define “leadership” is a complicated task. In 1985, Bennis and
Nanus identified over 350 definitions for the term leadership. Klenke (1993)
emphasizes the thorniness of this problem by stating “there are probably few areas of
inquiry and practical importance which have produced more divergent, inconsistent,
overlapping definitions, theories, and educational models than leadership” ( p. 112).
Traditionally, leadership has been defined in terms of individual-level skills (Day,
2001) and the majority of leadership theories fall under one of five categories: trait,
behavioral, situational, power-influence, and transformational (Brungardt, 1996).
However, more recent explorations have sought to integrate these categories and also
acknowledge that leadership is complex and relational, involving not only the
individual leader but also the social and organizational environment (Brungardt,
1996; Fiedler, 1996; Komives, Lucas, & McMahon, 1998).
Northouse defines leadership as a “process involving influence occurring
within a group context involving goal attainment” (2001, p. 3). A definition by
Komives, Lucas, and McMahon is more explicit in its view that leadership is about
more than a single leader. They state that leadership is a “relational process of people
together attempting to accomplish change or make a difference to benefit the
common good” (1998, p. 21). These definitions provide a challenge to those who

18
teach in SAGPPs. While it is important for future student affairs administrators to
develop individual leadership skills, they also need to understand the “process” of
leadership and how to effectively contribute to that process in the workplace.
To further complicate the task of defining “leadership,” recent literature
draws a distinction between leader development and leadership development (Day,
2001; Kezar et al., 2006; McCauley & Van Velsor, 2004; and Winston, et al., 2001).
Leader development focuses primarily on individual knowledge and skills while
leadership development emphasizes the complex interactions between leaders and
organizations. This distinction, which is highly relevant in higher education,
emphasizes the fact that a leader does not work in isolation. My study will explore
both individual skills as well as competencies related to the process of leadership.
McDaniel, in 1972, reminded us that graduate preparatory programs “cannot ignore
the fact that a student personnel worker is part of an administrative structure and that
the future success or failure of the trainee will largely be a function of his ability to
contribute to the effectiveness of the organization (p. 110). Graduate preparatory
programs must strive to prepare their students to be effective leaders who are also
able to meet the leadership demands of the educational environment.
For the purposes of this study, leadership is defined as a relational process,
involving influence and based upon mutual goals, where people work together to
create or respond to change. This definition helps separate “leadership” from
“management” by acknowledging that change is an important dynamic in situations
where leadership is involved. Management has frequently been seen as simply

19
maintaining the current status quo. The definition offered also requires the
commitment to the interactive and relational nature of the process of leadership.
Leadership in Student Affairs
Determining the leadership demands for new professionals is another
challenge faced by the SAGPPs. In order to meet the obligation of developing the
leadership talents of their students, these programs must first be able to identify what
leadership knowledge and skills are necessary for success in the workplace. Five
recent studies (Burkard et al., 2004; Herdlein, 2004, Kretovics, 2002; Kuk et al.,
2007; Waple, 2006) demonstrate the importance of leadership skills in new student
affairs professionals, but the research has yet to reach consensus on a set of core
competencies required for entry-level practitioners (Pope & Reynolds, 1997). A
recent document created by the A.C.P.A Steering Committee on Professional
Competencies (Love et al., 2007) does offer a promising look at the skills necessary
for student affairs professionals at different positions along the experience
continuum. The Steering Committee was “charged with the development of an
agreed upon set of competency areas to serve as the foundation for student affairs
professionals” (Love et al., 2007, p. 2). This report identified eight competency
areas, one of which is “Leadership and Administration/ Management.” The
Leadership and Administration/Management competency area is further broken
down into four sub-competencies (see figure 1), each with a list of specific skills
sorted into “from” (basic), “through” (intermediate), and “to” (advanced) levels. A

20
full description of each of the sub-competencies and corresponding knowledge and
skills can be found in Appendix A.

Figure 1: Leadership and Administration/Management Sub-competencies
(Love et al., 2007)

The ACPA report is a comprehensive document that was created by a
committee of 18 well-known and respected scholars in the field of student affairs and
higher education. Given the prominence of the organization that produced this
document, it can be seen as a prototype for a set of core competencies. The applied
nature of student affairs work and the understanding that a master’s degree is
commonly accepted as a minimum requirement for entrance into the field of student
affairs (Kretovics, 2002; Kuk et al., 2007; McEwen & Talbot, 1998), make graduate

21
preparatory programs an ideal environment for both leader and leadership
development. The Leadership and Administration/Management area of this
document will be used to partially frame what is being taught about leader and
leadership development in SAGPPs. The competencies under Resource
Management, as well as the Hiring component under Human Resources, will be
excluded because they are not supported by the working definition of leadership used
for this study. The following section will review several studies which explored
leadership development, education, and training in SAGPPs.
Leadership Development, Education, and Training in Student Affairs Graduate
Preparatory Programs
In the context of teaching leadership, it is helpful to distinguish between
leadership development, leadership education, and leadership training. Brungardt, in
a 1996 review of the literature, offers distinct descriptions of each. Leadership
development “involves those activities designed to provide an interactionist
environment which encourages development in an ordered hierarchical sequence of
increasing complexity” (Roberts, 1981, p. 22). This definition reminds us that
leadership development is a long-term process and will occur throughout the entire
graduate school experience (and over an entire lifetime). On the other hand,
“leadership education” refers to the specific activities and environments that are
designed to cultivate leadership abilities (Brungardt, 1996). Finally, “leadership
training” involves specific activities that assist with the translation of a specific skill
or piece of knowledge so that it can be applied in a current and “real” situation

22
(Roberts, 1981). In the framework of a graduate preparatory program, leadership
education could be a specific course or supervised practice opportunity, while
leadership training would be learning activities that occur within those contexts.
Both leadership education and training serve to enhance leadership development.
While several studies have found leadership, or at least leadership skills and
traits, to be an essential competency for student affairs work (Burkard et al., 2004;
Herdlein, 2004; Kretovics, 2002; Kuk et al., 2007; Lovell & Kosten, 2000; Roberts,
2005; Waple, 2006), very few of these studies have asked more than what student
affairs professionals should know in order to be successful. Three of the studies
attempted to determine if these competencies were being used with any degree of
proficiency (Herdlein, 2004; Roberts, 2005; and Waple, 2006). Richard Herdlein
(2004) asked chief student affairs officers (CSAOs) to comment on the graduate
preparation of new professionals. Herdlein’s (2004) study was the only one that
sought to evaluate SAGPPs’ effectiveness. He found an overall “satisfactory to
moderately high level of satisfaction relative to the learning outcomes of new
professionals” (Herdlein, 2004, p. 60), but also that “substantial shortcomings may
exist in certain areas currently recognized as having significant importance to
successful practice” (Herdlein, 2004, p. 62).
Herdlein’s (2004) findings show that only 62% of new professionals were
described as being proficient or above average in leadership. The CSAOs reported a
need for SAGPPs to provide more “practical administrative skills and supervision”
as well as additional training in areas such as strategic planning, finance and

23
budgeting, and campus politics (Herdlein, 2004, p. 66). All of these competencies are
included in the ACPA Leadership and Management/Administration Area. However,
the study by Herdlein (2004) is limited by the fact that he asked CSAOs, who rarely
provide direct supervision of entry-level staff, to rate the level of preparation of new
professionals who had recently graduated from a SAGPP.
The study by Waple (2006) went a step further than some of the other studies
by asking 1) the degree to which a skill was attained in an SAGPP and 2) the degree
to which it was being used by entry-level practitioners. Waple's results, supported by
a 2008 study conducted by Renn & Jessup-Anger, show that entry-level practitioners
report feeling underprepared to meet the leadership demands of their positions.
These studies support that leadership is an important competency and that new
professionals would benefit from additional leadership education and training.
However, only one study bothers to ask where these competencies should be learned
(Kuk et al., 2007).
Kuk, Cobb, & Forrest (2007), asked middle- and senior-level administrators,
as well as graduate preparatory faculty, to identify professional competencies that are
important for new professionals in student affairs. Faculty placed the greatest
emphasis on professional knowledge content and perceived the other three
competency categories (individual practice and administrative skills, goal setting and
the ability to deal with change, and managing groups and organizations) to be less
important than did the two administrative groups. The authors suggest that this may
be because faculty are “less focused on preparing students with the readiness to

24
apply their professional knowledge to practice” and may see the “practicum and
assistantship experiences as the primary venue for the development of competencies
that are not knowledge-based” (Kuk et al., 2007, pp. 679-680). While this study
found a difference in perceptions of faculty, CSAOs, and mid-managers related to
necessary competencies and where those competencies should be learned (within
preparation programs or on the job), the researchers did not ask if the respondents
felt that graduate preparatory programs were effectively teaching these
competencies. Unfortunately, this study did not clearly state whether assistantships
were considered to be “in the preparation program” or “on the job” in terms of where
learning occurred.
The study by Kuk et al., (2007) attempted to ascertain where the knowledge
and skills should be learned, but it did not attempt to ascertain the effectiveness of
the SAGPPS nor did it offer many suggestions on the process of teaching these
competencies. These researchers suggest that preparatory faculty may want to
“evaluate to what extent practicum and internship experiences are assessed and
linked with the knowledge-based curriculum through both competency assessment
and reflective processes such as portfolios” (Kuk et al., 2007, p. 680). Ultimately,
faculty and administrators need more discussion, perhaps focusing their efforts on
developing a set of core competencies to be taught in graduate preparatory programs,
how “theory to practice experiences can be more effectively integrated and
assessed,” and “how administrators and faculty can work together to enhance the

25
curriculum and supervised practice experiences in order to enhance student learning”
(Kuk et al., 2007, p. 685).
How the practical and academic components of SAGPP curricula should be
integrated is a topic that has not been extensively studied and there is almost no
research on how this integration could be used to foster leadership development.
Most students enrolled in an SAGPP participate in some sort of an internship
(McEwen & Talbot, 1998). We do not know if leadership is being learned during the
internship, if the internship is being used to intentionally foster leadership, or even if
leadership development is an unintentional byproduct of the internship experience.
Many SAGPPs require students to take a course that is connected to the internship
experience and/or offer a course in leadership, administration, and/or management.
However, we do not know if programs that offer these courses are using the
internships as an opportunity for students to practice their leadership skills and to
apply what is being taught in the classroom. This study will help close the
knowledge gap by exploring how the SAGPP curriculum can be shaped by learning
theory and leadership development theory.
Learning Theory and Leadership Development Theory
A thorough review of the literature on leadership development was conducted
that explored both general learning theory, with an emphasis on experiential
learning and the role of internships, and how leadership is learned. Even with a set of
agreed upon knowledge, skills, and competencies, Argyris and Schon remind us that
“whatever competence means today, we can be sure its meaning will have changed

26
by tomorrow” (1974, p. 157). What is important is that we teach the capacity for
learning. This requires a clear understanding of how learning occurs. Before
discussing the specific mechanisms for teaching leadership, it is helpful to review
some important concepts in learning theory. The following section will describe the
challenge of connecting theory to practice and the role that experiential learning can
play in enhancing these connections.
Using experiential learning to connect theory to practice.
An important but difficult part of learning leadership in SAGPPs is
connecting what is learned in the classroom to real-world settings or linking theory
to practice. The idea that people are not always able to transfer learning from one
setting to another is not new in the learning theory arena. Learning embedded in the
context of a classroom can be very challenging for students to practically apply
outside of the classroom environment (Stage, Muller, Kinzie, & Simmons, 1998).
Several authors have noted the difficulty student affairs professionals have in linking
theory to practice (Caple & Voss, 1983; Parker, 1977; Plato, 1983; Stage, 1994;
Stage & Dannells, 2000; Upcraft, 1994; Upcraft, 1998). This difficulty was
explained by Parker (1977) as a “paradox inherent in the creation of theory” (as cited
in Stage & Dannells, 2000, p. 5). Theories are created through research so that they
can be generalized to broader situations and used to guide the practice of student
affairs. However, this generalization requires practitioners to ignore the very quirks
that make situations and people so unique. It is this very uniqueness that makes
theories so hard to apply in practice (Stage and Dannells, 2000). The National Study

27
of New Professionals in Student Affairs (Renn & Hodges, 2007) asked new
professionals to identify “in what areas should master’s programs in higher education
and student affairs prepare graduate students for the transition to full-time work in
the field?” Some of the respondents reported difficulty in applying theoretical
knowledge they had learned in their programs, in part because “their graduate
programs prioritized knowledge attainment over application” (Renn & Jessup-Anger,
2008). Graduate preparatory programs must find effective ways to help students
make connections between theory and practice so that leadership skills can be
applied in their student affairs work.
One of the ways that theory-to-practice transfer can be enhanced is through
the use of experiential learning (Argyris & Schon, 1974; Dewey, 1938; Kolb, 1984;
Kolb, 1984; Schein, 1972). For an applied field such as student affairs, experiential
learning is important because it provides opportunities for students to practice their
developing leadership skills. David Kolb’s 1984 experiential learning theory (ELT),
based heavily upon the work of Dewey, Lewin, and Piaget, is one of the most cited
theories in studies exploring experiential learning (Kolb & Kolb, 2005). According
to Kolb, “knowledge is a transformation process, being continuously created and
recreated, not an independent entity to be acquired or transmitted (1984, p. 38). His
cycle of experiential learning (see figure 2) says that after a direct experience, the
learner reflects upon the experience which leads to rational conclusions and
emotional insights. The learner then applies those conclusions and insights in action.

28
Essentially, an experience causes the learner to reflect, then think, and then act (Kolb
& Kolb, 2005). Figure 2 depicts the Cycle of Learning (Kolb, 1984) involved in
ELT.

Figure 2: Kolb: Cycle of Learning (1984)

Kolb’s theory defines learning as “the process whereby knowledge is created
through the transformation of experience. Knowledge results from the combination
of grasping and transforming experience” (Kolb, 1984, p. 41). This constructivist
theory is in radical contrast to how many college and university courses are taught. If
knowledge comes from the learner’s experiences, rather than from being transmitted
by an “expert,” traditional lecture-based coursework should be viewed as insufficient

29
for teaching an applied skill like leadership. While Kolb’s theory offers great insight
into the need for more than just classroom-based teaching, it seems to imply that a
learner should simply suffer through a series of trial-and-error experiences until
finally developing the skills he or she seeks. It could be inferred that formal training
is unnecessary and that someone who wants to be a student affairs practitioner would
be just as successful if he or she skipped the graduate degree program and simply
entered the work-force. Unfortunately, there are not any studies that compare student
affairs professionals who are SAGPP graduates to those who are not. Since a
master’s degree is now seen as a pre-requisite to employment, SAGPPs have an
obligation to design their curricula in a way that maximizes meaningful and relevant
learning. One way they can do this is to use Kolb’s theory to structure their
curriculum in a way that helps students learn to participate in the process of
leadership by making meaning of their experiences and using reflection. Providing a
student with both theoretical knowledge and experiential learning opportunities
could enhance leadership development.
In an effort to create theory-to-practice connections, some graduate programs,
such as medicine and psychology, require extensive internships, while other
disciplines (like law) require a more limited experience (Komives, 1998, p. 192).
Most SAGPPs require some form of internship or assistantship. However, there are
no studies that explore whether SAGPP internships use Kolb’s ELT to foster
leadership development. Additionally, there is no research that examines if and how
these SAGPP internships are used to 1) enhance theory-to-practice learning and 2)

30
foster leadership development. Internships may prove to be an ideal venue for this
type of learning, but no one has studied the role that internships in SAGPPs have in
the development of leadership. At the present time, we do not know how SAGPPs
are teaching neither the theoretical knowledge nor the practical application of
leadership. Fortunately, there are several models of leadership development,
although they are not specific to student affairs administration, which can offer a
guide for how leadership is learned and suggestions for how it can be taught in
SAGPPs.
Learning leadership.
The question of how leadership is learned has only recently become a serious
research topic (Brungardt, 1996). There remains no universal theory of this complex
phenomenon. Brungardt, when discussing leadership development theory and how
leadership is learned, says that “both fields are in the process of clearly defining
themselves and their research needs to move from merely explaining what is
happening to proposing models for intervention (1996, p. 91). According to
Brungardt, “leadership development research looks across the entire spectrum of
leader development…whereas, learning leadership theory searches more narrowly
for the role leadership education plays in the development of leaders” (1996, p. 84).
This paper focuses primarily on “learning leadership” as it relates to student affairs
graduate preparatory programs.
While several authors (Allen & Hartman, 2008; Brungardt, 1996; Collins &
Holton, 2004; and Conger, 1992) point out the lack of empirical research evaluating

31
the effectiveness of leadership education programs, Day (2001) argues “effective
leadership development is less about which specific practices are endorsed than
about consistent and intentional implementation” (p. 606). Despite the scarcity of
empirical data to support specific interventions such as developmental assignments,
coaching, mentoring, and 360-degree feedback, they are widely used techniques that
may play an important role in future leadership development programs (Collins &
Holton, 2004, p. 240). Day (2001) suggests that the “preferred approach is to link
leader development with leadership development such that the development of
leadership transcends but does not replace the development of individual leaders” (p.
605). This holistic view of leadership development is an important concept for
SAGPPs who must focus on developing individual leaders who will be ready to work
within complex leadership environments.
Minetti (1977), in a dissertation on student affairs graduate programs,
asserted that SAGPPs have a responsibility to determine how to best design their
curricula in a way that will prepare their students to be effective leaders within the
higher education arena. The following sections explore theories of how leaders learn
and how several well-known theories of leadership development connect with the
SAGPP curriculum. First, I will discuss and critique the work of Boyatzis and his
colleagues, Goleman and McKee (Goleman, Boyatzis, & McKee (2002). Boyatzis’
Theory of Self-Directed Learning is a leadership development model that is highly
congruent with the broader ELT developed by Kolb. The Boyatzis model could serve
as a curricular framework for a course connected to a SAGPP internship. Next, I will

32
introduce the work of The Center for Creative Leadership (CCL; McCauley & Van
Velsor, 2004). This two-part model was selected because it might be easily adapted
by internship supervisors as a method of enhancing leadership development through
experiential learning techniques. Finally, Jay Conger’s (1992) Four Approaches to
Leadership Training will be discussed. The model created by Conger was one of the
first to explore the effectiveness of leadership training and it remains one of the most
well respected models in the literature. Conger’s model offers great insight into how
SAGPPs can create curricular experiences that maximize leadership development.
After describing the three models, I will then explore what these models have
in common with each other and discuss five components essential to leadership
development: knowledge acquisition, skill-building experiences, feedback,
reflection, and the application of learning. The theory, techniques, and potential
implications for SAGPPs will be discussed for each of these components.
Richard Boyatzis’ theory of self-directed learning.
Boyatzis’ theory of self-directed learning is presented in a book on leadership
and emotional intelligence by Goleman, Boyatzis, and McKee (2002). The book
“Primal Leadership” focuses on the emotional impact of a leader’s words and actions
and defines a successful leader as one who is “resonant” (Goleman et al., 2002). A
resonant leader is one who is attuned to the feelings of others and able to move them
in a “positive emotional direction” (Goleman et al., 2002, p. 20). The authors
describe six styles of effective leadership that can be used in isolation or in
conjunction with one another. The model by Boyatzis is used to explain how a leader

33
can learn to be resonant through increasing their emotional intelligence. This model
is a “self-directed learning process” but it acknowledges that this work cannot be
done without the input of others. This model of learning requires “intentionally
developing or strengthening an aspect of who you are or who you want to be, or
both” through comparing your ideal self to your current self (Goleman et al., 2002, p.
109). MBA and executive education programs have successfully implemented this
leadership model (Goleman, et al., 2002) and it seems like a natural fit for SAGPPs.
In his model, Boyatzis proposes five “discoveries” (see figure 3) that occur
sequentially.

Figure 3: Boyatzis: Theory of Self-Directed Learning (Goleman et al., 2002, p. 110)

34
The first step in this cycle involves “uncovering an ideal vision” of oneself
that becomes the motivation to want to develop additional leadership skills (Goleman
et al., 2002). Boyatzis believes this vision can come from many different sources. It
is possible that one source could be in-class exposure to leaders and leadership
models. The vision of the type of leader a student wishes to be motivates the student
to continue with the arduous process of change (Goleman et al., 2002). The second
discovery comes when a leader identifies a gap between his or her current
performance and his or her “ideal self”. The detection of individual strengths and
weaknesses can come from internal reflection or feedback garnered from others. In
order to begin the transformation from “real” or current self to that of “ideal” self,
the leader must create a “learning agenda.” SAGPP faculty and supervisors can assist
students with this third discovery by building these action plans into the curriculum
and/or work environment. The fourth discovery is simply practicing the skills
identified in the learning agenda. The last discovery, “developing trusting
relationships”, can be experienced at any point during the learning cycle. Even
though this model is a “self-directed learning process,” this last discovery
acknowledges that “without others’ involvement, lasting change cannot occur”
(Goldman et al., 2002, p. 111).
The five discoveries could be used as a framework for designing a course that
is connected to a SAGPP internship. The students could be moved through the cycle
over the course of the semester so that they are able to learn from their current
experiences, and also have the necessary framework to learn from future

35
experiences. This model works best if the learner has a “strong commitment to a
future vision of oneself-especially during stressful times or amid growing
responsibilities” (Goleman et al., 2002, p. 116). Graduate students enrolled in a
SAGPP might easily fit this description and this model can be used and taught to
students so that they become lifelong, self-directed learners.
Center for Creative Leadership’s leader development model.
The work of the Center for Creative Leadership (CCL) offers “both a
conceptual understanding of the elements of leader development and practical ideas
about how organizations can contribute to that process” (Van Velsor & McCauley,
2004, p. 2). Leader development is defined as the “expansion of a person’s capacity
to be effective in leadership roles and processes: setting direction, creating
alignment, and maintaining commitment in groups of people who share common
work” (Van Velsor & McCauley, 2004, p. 2). The process of leader development is
described in a two-part model that emphasizes the importance of well designed
experiential learning opportunities but acknowledges that not all experiences are
equal in terms of potential for leadership development.
The first part of the model (see figure 4) proclaims that a particular
experience has maximum impact on leader development when the following three
things occur: “the experience is linked to other experiences, work is done to enhance
an individual’s ability to learn, and the experiences are embedded and aligned in a
supportive organizational context” (Van Velsor, Moxley, & Bunker, 2004, p. 204).
The first two elements impact each other; the ability to learn can be enhanced by

36
experiences and a variety of experiences may be sought out by individuals with a
high ability to learn (Van Velsor & McCauley, 2004).

Figure 4: Center for Creative Leadership: Developmental Process
(Van Velsor & McCauley, 2004, p. 4)

The second part of the CCL model (see figure 5) of leader development
defines developmental experiences as those that lead to change and says that these
experiences are most impactful if they include elements of assessment, challenge,
and support (Van Velsor & McCauley, 2004). Developing leaders must receive
feedback on their performance, and be challenged or stretched outside of the normal
comfort zones. This should occur in an environment that feels supportive to learners

37
so that they are more likely to be receptive to the feedback and feel safe enough to
take risks as they experiment with new styles of leadership. This idea of challenge
and support is similar to a theory by Nevitt Sanford (1968) which also stipulates that
a student must be “ready” for the lessons being presented.

Figure 5: Center for Creative Leadership: Developmental Experiences
(Van Velsor & McCauley, 2004, p. 4)

Similar to the model of developmental experiences, the CCL also supports
the need for “developmental relationship” as a vital part of the leader development
model (McCauley & Douglas, 2004, p. 86). These relationships consist of the same
elements described in figure 5: assessment, challenge, and support (McCauley &
Douglas, 2004). People playing different roles can provide one or more of each of
these elements. Table 1 shows all of the roles and functions played by others in
developmental relationships. According to McCauley and Douglas (2004), one

38
person can play multiple roles and some relationships are more developmental than
others. Those that are most developmental either provide more roles and/or provide
“just the right role that the person needs at the time” (McCauley & Douglas, 2004, p.
91). Mentors and bosses are two of the most common categories of people who can
provide a developmental relationship, but most individuals seek assistance and
support from what McCauley and Douglas call a “developmental network” (2004, p.
93). A developmental network is actually a group of people, in superior, lateral,
subordinate, or external positions, who provide multiple roles (McCauley &
Douglas, 2004). The idea of a developmental network is highly relevant to SAGPPs
where students may seek guidance from faculty, supervisors, and peers. Given the
complex nature of these types of graduate programs, it seems likely that SAGPP
students would find it necessary to have their needs met by developing relationships
with multiple people.
The leader development model by the CCL, through its exploration of
developmental experiences, offers guidance for structuring and supervising SAGPP
internships. However, the model is incomplete for the needs of SAGPPs because,
like the Boyatzis model described above, it lacks a component that specifically
addresses where employees should be exposed to the leadership knowledge base. It
also seems to assume that people will reflect upon the feedback they are given and
will then apply that knowledge in a work setting. This model is most appropriate for
SAGPPs to use when determining internship requirements and structure. It can also
be used as a supervision technique in an internship setting. Additionally, it might

39
serve SAGPPs well to explore the CCL's concept of “ability to learn” in regards to
their admission processes.

Table 1: Center for Creative Leadership: Roles Played by Others in Developmental
Relationships (McCauley & Douglas, 2004, p. 87)

Element Role Function
Assessment Feedback provider Ongoing feedback as person works to learn and
improve
Sounding board Evaluation of strategies before they are implemented
Comparison point Standards for evaluating own level of skill or
performance
Feedback interpreter Assistance in integrating or making sense of
feedback from others
Challenge Dialogue partner Perspectives or points of view different from own
Assignment broker Access to challenging assignments
Accountant Pressure to fulfill commitment to developmental
goals
Role model Example of high (or low) competence in areas being
developed
Support Counselor Examination of what is making learning and
development difficult
Cheerleader Boost in own belief that success is possible
Reinforcer Formal rewards for progress toward goals
Companion Sense that you are not alone in your struggles and
this if others can achieve their goals, you can too

40
Jay Conger’s four approaches to leadership training.
According to Jay Conger, “leaders are individuals who establish direction for
a working group of individuals, who gain commitment from these group members to
this direction, and who motivate these members to achieve the direction’s outcomes”
(1992, p. 18). Conger’s book “Learning to Lead” (1992) was based on one of the
first studies that critically examined the effectiveness of leadership training. He
sought to discover whether leadership could be learned though training and if so,
which methods were most effective. His findings suggest that there are four
approaches to leadership training: personal growth, conceptual awareness, feedback,
and skill-building (figure 6).

Figure 6: Conger: Four Approaches to Leadership Training (Conger, 1992)

41
The most effective programs use more than one approach. Personal growth
occurs through the process of “finding what your true self is and wants” (Conger,
1992, p. 57). Conceptual awareness involves developing a “cognitive understanding
of the phenomenon” of leadership (Conger, 1992, p. 48). Assuming that almost
everyone possesses some degree of leadership skill, Conger asserts that feedback can
be used to identify individual strengths and weaknesses. Skill-building is simply the
teaching of specific leadership skills and then providing the opportunity for the
practicing of those skills.
Conger (1992) describes an “ideal leadership program” as a week-long event
that starts off with a conceptual overview of a specific leadership model. This would
be followed by feedback from supervisors, colleagues, and subordinates (known as
360-degree or multi-rater feedback) so that the participants can develop an accurate
sense of how well they measure on the leadership models’ specific dimensions
(Conger, 1992). The next few days would be spent on skill-building exercises
designed to increase leadership competencies, followed by feedback (Conger, 1992).
Personal growth activities related to job experiences and team-building would be
included (Conger, 1992). Mid-week, participants would create an action plan for
leadership development that they would take back and implement in their workplace
(Conger, 1992). After six months, the participants would return for a four-day
training session focusing on more complex leadership skills, additional feedback,
benchmarking of progress made, and individual coaching sessions (Conger, 1992).
After another six to nine months, a final session would allow participants to assess

42
their leadership effectiveness using assessment tools, feedback, and additional
classroom work (Conger, 1992).
A program such as this could easily be adapted by SAGPPs. While Conger
(1992) suggests that leadership development should include all four approaches, he
does not assert that all four approaches must be used nor does he discuss whether
there is an ideal sequence of these approaches that leads to optimal learning. Kolb’s
(1984) research, as well as the work of Richard Boyatzis (1999), clearly
demonstrates that learning follows a specific sequence. Conger’s (1992) model is
useful because it reminds SAGPPs that learning is enhanced by the use of multiple
approaches to teaching and learning. These four approaches can be used in the
classroom as well as the supervised practice components of the SAGGP.
Significant components of leadership development.
Insights from David Kolb (1984), Richard Boyatzis (1999), the Center for
Creative Leadership (McCauley & Van Velsor, 2004), and Jay Conger (1992) can be
combined to understand how leadership might best be learned. Leadership appears
to be developed through a process that involves several components which may
include knowledge acquisition, skill-building experiences, feedback, reflection, and
the application of learning. Table 2 shows the connections between each of the
models described above. Following the table, I will discuss each component in
relation to general strategies, current research, and how the component can be
utilized within the SAGPP curriculum.

43

Table 2: Components of Leadership Development

Component of
Leadership
Development
Description Kolb (1984)
Van Velsor
& McCauley
(2004)
Boyatzis
(1999)
Conger
(1992)
Knowledge
Acquisition
Development
of cognitive
and
theoretical
knowledge
Knowledge
comes from
“Concrete
Experience”

Could lead to
process of
identifying
“ideal self”
Conceptual
Awareness:
increase
knowledge
through
exposure to
leadership
theory
Skill-building
Experiences
Opportunities
to practice
leadership
skills that
offer a
challenge or
problem to be
solved
Experience is
primary source of
learning
Developmental
Experiences
Experimenting
and Practicing
Skill-Building:
breaks LS
skills “down
into actual
mechanical
processes”
Feedback
Assessment
of leadership
skills
Not a specific
component, but
comes from self-
reflection
Assessment,
Challenge, and
Support
Comes from
Trusting
Relationships
Feedback:
assessing
strengths and
weaknesses
Reflection and
Internalization
Making
meaning of
prior
experiences
and feedback
received
Reflective
Observation

Connected to
the process of
identifying
“Ideal Self”
and “Real
Self”
Personal
Growth:
causes
reflection on
behaviors and
values
Application of
Learning
Incorporation
of prior
knowledge,
skills,
feedback and
reflection and
then applying
this in a real-
life setting
Active
Experimentation

Experimenting
and Practicing
Could occur
after any of
the above
approaches

44
Knowledge acquisition.
Most of the leadership development and learning theory models make little
mention of the attainment of knowledge, but it can be inferred that in order to apply
knowledge it must first be acquired. For the purposes of this study, knowledge
acquisition is defined as the development of conceptual and theoretical
understandings of leadership. According to Thorpe (1988), theory provides a
common language and gives practitioners a frame of reference to be used in analysis
of leadership behavior. It is unclear if knowledge acquisition is the first step in
intentional leadership development, but we do know that lectures and discussion are
among the most frequently used practices for providing leadership education, second
only to skill-building approaches (Bass & Stogdill, 1990; Conger, 1992). While there
are several models of leadership development that are popular in student affairs
(Bolman & Deal, 2003; Bolman & Deal, 1991; Komives et al., 1998; Kouzes &
Posner, 2002), these models are about what a leader does rather than how one
develops as a leader. Due to that important distinction, these models will not be
covered in this chapter. Additionally, given that the focus of this paper is on learning
that occurs in SAGPPs, knowledge acquisition is being given a more significant role
in leadership development than is found in many of the most popular models of
leadership development.
A strong background in leadership theory might help a student understand
how to use theory to solve different problems in different contexts (Raelin, 1997).
Educational learning theory tells us that a major goal of learning is for the student to

45
be able to transfer that knowledge from one problem to another and from the
classroom to real-life situations (National Research Council, 2000). The National
Research Council (NRC) believes that there are several elements that promote
learning including mastery of the subject matter, time to learn, and motivation
(2000). Students in a SAGPP need to be motivated to develop as leaders and must be
given sufficient time to learn the theoretical concepts of leadership so that they have
a solid understanding of how leaders interact in the student affairs and higher
education environments.
Conceptual awareness is one of the easiest components of Conger’s (1992)
model for graduate preparatory programs to implement since it fits most easily
within the traditional curriculum. This component focuses on exposing students to
and increasing their knowledge of leadership theory. Boyatzis (1999) hints that
knowledge acquisition might need to occur prior to skill-building when he speaks of
developing a learning agenda or a plan of action, but does not specify where this
knowledge should come from. The CAS Standards have an expectation that SAGPP
curriculum should include “studies of organizational, management, and leadership
theory and practice” (CAS, 2006, p. 19). While CAS Standards require that students
are exposed to leadership theory, there is no data available that shows what theories
are being taught in SAGPPs. Given the difficulty in defining the term “leadership” it
seems unlikely that all SAGPPs are teaching the same model of leadership.
However, there may be some models that are being taught more frequently than

46
others. This study hopes to identify trends in the content of SAGPP leadership
curriculum.
However, leadership cannot be learned solely in the classroom and in fact,
the classroom component may well be the least critical for leadership development
(Hernez-Broome, Hughes, & Center for Creative Leadership, 2004). Shadowing is
one popular way for students to gain knowledge of leadership in student affairs.
However, a study by Boyatzis reminds us that “knowledge is necessary, but not
sufficient for superior performance” as a leader (1994, p. 304). An interesting study
on the differential effects of experiential learning activities and traditional lecture
classes compared students taught in a “traditional” manner to those who received the
same instruction supplemented with experiential learning techniques. When tested
six weeks after instruction, those students in the experiential learning class had
retained the conceptual knowledge at a significantly higher rate (Specht & Sandlin,
1991). This study seems to indicate leadership development can be maximized when
knowledge acquisition is paired with other techniques, such as skill building,
feedback, and reflection.
Skill-building experiences.
Skill-building, the opportunities to practice leadership skills, can begin in the
classroom but, in order for learning to genuinely occur, the skills must be applied,
revised, and re-applied over a period of time. Examples of skill building
opportunities include developmental job assignments, simulations, personal
development plans, action learning, and job enrichment/enhancement/rotation (Allen

47
& Hartman, 2008; McCauley & Van Velsor, 2004). These experiences can be linked
so that classroom assignments are applied in a real-life setting which is supported
with feedback and reflection.
Conger (1992), along with Kolb (1984), notes the importance of experiential
learning and offering the opportunity for students to apply their learning in a real-
world setting. What Kolb (1984) referred to as “concrete experience,” Conger (1992)
calls “skill-building” and Boyatzis (1999) identifies as “experimenting.” Skill-
building is the “most applied and fastest method of learning and implementing new
skills” (Conger, 1992, p.4). The Center for Creative Leadership (CCL) goes even
further by suggesting that a single experience is not enough to produce learning (Van
Velsor & McCauley, 2004). Internships therefore seem to be a perfect place for skill
building to occur.
The CCL idea of offering a “variety of rich developmental experiences” is
also supported by CAS Standards which requires a “minimum of 300 hours of
supervised practice consisting of at least two distinct experiences” so that students
are exposed to “both the breadth and depth of student affairs work” (CAS, 2006, p.
20). One theorist believes that once a knowledge foundation has been built, students
need the opportunity to apply that knowledge in several other settings before it
acquires any meaning or value for the students (Komives, 1998). The SAGPP
internships could provide this opportunity. While the research is mixed on whether
knowledge should come before experience, the importance of practical (skill-
building) experience has long been valued in SAGPPs.

48
The first master’s degree in student affairs, granted in 1914 at Teachers
College, Columbia University, required a “practicum in which concrete problems
confronted by the dean of women were discussed” (Lloyd-Jones, 1949, p. 263, as
cited in McEwen & Talbot, 1998, p. 129). What sets this type of experiential
learning apart is that the “experience of the learner occupies the central place in all
considerations of teaching and learning (Andresen et al., p. 225). Assistantships offer
future administrators a natural setting where they can apply, in a real-life setting, the
leadership theories learned in the classroom. However, the quality of these
experiences has not been widely regulated (Komives, 1998) and has been frequently
questioned (Jablonsky, 1998; Komives, 1998; Kuk et al., 2007; McEwen & Talbot,
1998; Upcraft, 1998). Students have often reported the “need for more
developmental supervision and more integration of their formal classroom learning
with their job expectations” (Komives, 1998, p. 185).
While the CAS Standards are clear, no research has been conducted that
provides a national picture of the makeup of SAGPP internships or the extent to
which they are being used for the development of leadership skills. We also do not
know how (or if) skill-building is used in leadership courses or internships to
enhance theory-to-practice learning. This study hopes to discover a few best
practices in this area. What we do know is that while experience may be an excellent
teacher, all too often students do not learn from the experiences provided. Additional
techniques can be used to help students learn from these opportunities.

49
Feedback.
Argyris and Schon (1974) believe that supervised practice is not simply
giving the student practical experience, but that feedback is also an obligatory
component of the educational process. They argue that without a feedback
component built into the internship, the student may “find himself paying tuition fees
to learn something for which… he could be paid to learn if he took a job and began
to work” (1974, p. 188). Feedback can be defined as an accurate analysis of an
individual’s leadership skills that 1) motivates a person to want to make changes and
2) gives a person guidance in terms of future course of action (Hollenbeck &
McCall, 1999). In an SAGPP, this feedback could come from a variety of sources
including, but not limited to faculty, supervisors, and peers.
Feedback can be offered as coaching, through the use of assessment
instruments, and by implementing a multi-source evaluation process that allows
students to get feedback from a variety of people including peers (Allen & Hartman,
2008; Conger, 1992; McCauley & Van Velsor, 2004). Evaluative feedback that
offers specific information on which behaviors worked or did not work is more
effective than non-evaluative feedback (Goleman et al., 2002). The 360-degree (or
multi-rater) method which provides feedback from multiple perspectives, allows the
learner to establish a sort of consensus of his or her leadership abilities assuming that
1) the reviewers interact with the participant frequently and 2) the participant has
allowed the reviewers to see his or her “real” self (Goleman et al., 2002).

50
Conger (1992) emphasizes the importance of feedback or “coaching.” In his
model, a coach can be the supervisor (who has been previously trained in leadership)
or the leadership “trainer,” which in the higher education model would be the faculty
member. He does not discuss the possibility of both the supervisor and the trainer
serving as a coach. Kolb (1984) does not make any reference to external feedback
and while Boyatzis (1999) does not specifically refer to feedback in his theory, he
acknowledges the importance of relationships with others as a way to impact the four
primary aspects of his model.
Unfortunately, the impact of feedback on leadership development is mixed
(Day, 2001; Hollenbeck & McCall, 1999). In fact, some research shows that
feedback actually decreases performance over one third of the time (Kluger &
DeNisi, 1996). This could occur because people are not open to the feedback or,
alternately, they view the feedback as accurate but do not want to make the
suggested changes (Day, 2001). Additionally, feedback that is too complex or
inconsistent cannot be successfully implemented unless someone is able to serve as a
sort of translator of the information (Day, 2001). Part of this problem can also be
explained by the CCL model which states that developmental experiences must
include appropriate degrees of assessment, challenge, and support (Van Velsor &
McCauley, 2004). Feedback is almost all “assessment,” but the translator could
provide the challenge and support required in the CCL model. In the business world,
this translator role can be seen in executive coaches. In SAGPPs, this coaching could
come from a supervisor, faculty member, and/or a mentor.

51
Kolb (1984) does not discuss the idea of external feedback because his model
is an internal, self-guided process, but graduate preparatory programs have the
unique opportunity to provide feedback in more than one setting. Feedback and
assessment allow faculty, supervisors, and students to measure the degree to which
students are able to apply theoretical knowledge in a practical setting. Peer
feedback, which has the “most predictive validity of a leader’s actual effectiveness”
(Goleman et al., 2002, p. 136), could be collected at multiple points during the
academic program. This feedback could be reviewed with the participant by the
faculty and/or internship supervisor. Feedback appears to be a critical part of the
leadership development process, in part because it provides fodder for the next step,
reflection. However, we do not know how, in a graduate preparatory program,
faculty and supervisors can work together to provide feedback or simultaneous
coaching, to cultivate leadership skills
Reflection and internalization.
Experience and feedback alone are not enough to ensure learning; leadership
development requires an individual to make meaning from these experiences and
feedback. Kolb’s (1984) theory reminds us that in order to “extract” the lessons
from our experiences, observation and reflection are critical. Reflection is “the
ability to uncover and make explicit to oneself what one has planned, observed, and
achieved in practice” (Raelin, 1997). Reflection is integral to the process for true
meaning making, as it allows the learner to generalize and intellectualize the reality
experience” (Lukenbill, 1976, p. 57).

52
Cognitive psychologists believe that reflection is as much a factor in learning
as experience alone. Kolb (1984) and Conger (1992) both stress the importance of
reflection and internalization, although Conger refers to it as “professional growth”
and Kolb’s model uses the terms “reflective observation” and “abstract
conceptualization”. The essence of Kolb’s (1984) model is that the student directs his
or her own development through reflecting on experience. Without the reflection
component, learning cannot occur. Boyatzis (1999), as a self-directed model, starts
with reflecting on one’s “ideal self,” but unlike Kolb (1984), he sees reflection as a
starting point rather than something that comes later in the developmental process.
Boyatzis’ (1999) model calls for the creation of a “learning agenda” which is created
after exploring the areas of congruence and incongruence of the “ideal self” and the
“real self.” Creating a learning agenda implies that reflection has occurred. The
feedback provided must be reflected upon and then internalized so that it can then be
applied during the next leadership opportunity. Interestingly, there is also evidence
that supports the use of “mental rehearsal” as a way to improve skill-based learning
(Goleman et al., 2002). It seems plausible to think that a student could develop some
leadership skills by reflecting on past experiences and “mentally rehearsing” a
different way to address a problem in the future.
Morton, Foster, and Ward (1998) reported several ways that theory-to-
practice learning can be enhanced through the use of reflection. They found that
participation in reflective seminars, courses tied to the internship experiences,
provided students the opportunity to discuss their experiences with their peers

53
(Morton, Foster, & Ward, 1998). These interactions fostered self-reflection through
readings, journaling, and peer support, all of which enhance problem solving
(Morton et al., 1998). Discussion on a list-serv for SAGPP faculty has shown an
increased interest in the use of reflective capstone projects rather than the more
traditional comprehensive examinations (CSPTalk, 2008).
Reflection can be used to enhance leadership development and also to
encourage the development of a self-directed learning philosophy. Komives (1998),
in a book exploring the current state of SAGPPs, states that “internships …
supported by reflective seminars exist in almost all programs and have long served as
the best example of preparation-practice collaboration” (p. 186). But, she also reports
that “in too many programs, students seek and manage their own field work
experiences with little to no involvement from busy faculty (Komives, 1998, p. 183).
Komives believes that programs should hire clinical or adjunct faculty who are
“keenly in touch with issues of practice” to oversee these seminars (1998, p. 188).
This faculty member would “process the learning with the students and inform site
supervisors about the role of this type of learning in the students’ program (Komives,
1998, p. 188). Komives (1998) brings up the familiar theme of faculty and
supervisors working together to enhance student learning. However, there is no
research on how these reflective seminars are constructed or how they are used to
support leadership development. Nor is there any research on how reflection is used
in SAGPPs to foster leadership development.

54
Application of learning.
Leadership knowledge obtained in the classroom must be experimented with
over time before it is assimilated into a leader’s repertoire of process models (Kouzes
& Posner, 1990; Wren, 1994). The “primary source of learning to lead…is
experience” (McCall, 2004, p. 127). The application of learning is very similar to
skill-building, both theoretically and in technique, but it involves the incorporation of
prior knowledge, skills, feedback and reflection into learning that is then applied in a
real-life setting After gaining new knowledge, testing that knowledge, receiving
performance feedback, and then reflecting upon the feedback, the student must then
have the chance to practice the skill again in a similar situation (Kolb, 1984).
However, in this part of the process, students are experimenting with leadership
skills they have attempted to use previously and are seeking to hone the skills rather
than test them out for the first time.
Conger (1992) repeatedly discusses that leadership learning occurs over time
and Goleman et al. (2002) stresses that true mastery can only come with repeated
practice. Repetition and practice are required to master a new skill which is why it is
so hard to learn leadership competencies in a classroom (Goleman et al., 2002).
These ideas are based, in part, on the work of John Dewey (1916) who stressed the
importance of learning by “doing.”
While the complexity of leadership decisions that must be made in the “real
world” can be almost impossible to recreate in a classroom setting, several learning
theorists suggest that internships are an effective way to bridge the theory-to-practice

55
learning gap (Dewey, 1938; Schein, 1972; Stage et al., 1998). According to Schein,
internships allow students to “integrate the basic and applied knowledge…with
actual professional experiences in a situation in which he is ‘playing for keeps’”
(1972, pp. 116-117). Graduate preparatory programs are unique leadership
laboratories in that they provide an unusual combination of classroom-based
teaching with an on-site practical experience.
Student Affairs Graduate Preparatory Programs can, through the use of
supervised practice opportunities, provide venues for students to develop their
leadership skills using the techniques described above. This may require internship
supervisors to view the internship as an intentional extension of the classroom as
opposed to a “job.” This might mean being more tolerant of mistakes made by
interns than a supervisor might be with a full-time employee. “Learning for
leadership works best under conditions where people feel safe” and “can experiment
with little risk of embarrassment or fear of the consequences of failure” (Goleman et
al., 2002, p. 164).
SAGPPs should explore the duration of the internships or fieldwork
placements to ensure that students have enough time to work their way through this
entire model. “To optimize learning, people need to remain in an assignment long
enough to be able to see the consequences of their actions and decisions” (Ohlott,
2004, p. 180). While the “research that helps us understand how individual leaders
themselves grow and develop is very limited” (Kezar et al., 2006, p.172), one thing

56
seems clear: “leadership is developed through the enactment of leadership” (Day,
2001, p. 605).
Deciding what theoretical knowledge should be taught and how to create
opportunities that support theory-to-practice learning is one of the greatest
challenges of a student affairs graduate preparatory program. Learning theory and
leadership development theory offer guidance for graduate preparatory programs
who wish to excel in preparing future student affairs practitioners to be leaders in the
field. My study hopes to find model graduate preparatory programs that are
effectively using leadership theory and experiential learning to enhance theory-to-
practice connections in an attempt to foster leadership development.
Conclusion
Are graduate preparatory programs preparing new professionals for the
leadership demands of entry-level positions? Upcraft says, “Not yet. Preparatory
programs must, above all, be connected to and reflect the realities of current and
future practice, if they are to really prepare practitioners for the millennium and
beyond” (1998, p. 237). This opinion is shared by Jablonsky, who agrees that “our
graduate preparatory programs fall short in preparing new professionals for today’s
organizational turbulence” (1998, p. 203). Additionally, we know from the literature
discussed above that new professionals report feeling underprepared and unsure of
their leadership abilities.
In terms of leadership development, the curriculum must include theory and
practice, with an emphasis on theory-to-practice translation (Upcraft, 1998, p. 231).

57
If you consider the amount of time spent in the SAGPP classroom compared to the
number of hours CAS recommends for supervised practice, the curricula seems to
have a disproportionate focus on theoretical knowledge. According to a leading
student affairs scholar, “the curriculum must be made more relevant to practice” and
have a greater “emphasis on the translation of theory to practice” (Upcraft, 1998, p.
231) Theory is, and should be, an important part of SAGPPs, but the students must
enter the workforce with the ability to apply that knowledge in practice. Internships
may prove to be the perfect opportunity for students to apply the leadership
knowledge and skills they are learning in their graduate programs. However, to
increase the chances that theory-to-practice connections are being made, internships
could be intentionally designed, using experiential learning and leadership
development theories.
This study explored how graduate preparatory programs are designed to
enhance theory-to-practice learning, in regards to leader and leadership development.
We do not yet know how the practical and academic parts of the curriculum should
be integrated, but my study sought to identify best practices in this area. To achieve
this, my study examined two SAGPPs in hopes of finding “direct, formal, and
explicit links between leadership theory and students’ practical experiences”
(Rogers, 1992, p. 179).

58
Chapter III
Methodology

The purpose of the study was to acquire new knowledge in an attempt to
better understand the ways in which we teach leadership, both the theoretical
constructs and practical skills, to future student affairs practitioners. I explored,
described, and analyzed how graduate students are prepared by their graduate
programs to be effective leaders in the higher education environment. Specifically, I
focused on how and where in the curriculum students are exposed to leadership
theory and provided opportunities to practice that knowledge in real-life settings.
Because the role assistantships play in leadership development is significant, I paid
particular attention to these supervised practice opportunities. Additionally, I was
interested in how graduate preparatory programs use experiential learning to enhance
theory-to-practice connections in the area of leadership development. I collected data
that demonstrated students’ exposure to and experiences with leadership during their
coursework and assistantship. By providing a look at how leadership is addressed in
the curriculum of student affairs graduate preparatory programs and offering best
practices, taken from two case sites, this study provides strategies for how theory-to-
practice connections in leadership development can be enhanced.
Yin states that “the research design is the logic that links the data to be
collected (and the conclusions to be drawn) to the initial questions of study” (1994,
p. 18). The qualitative design of this study was dictated by the research questions. As

59
discussed in chapter I, the overarching research question for this study was: How do
student affairs graduate preparatory programs teach the theoretical constructs and
practical applications of leadership? Specifically, I explored:
 Where and how, in the curriculum, are students taught leadership theory
and skills/competencies?
 Where and how do students have the opportunity to apply that knowledge
in ways that enhance theory-to-practice learning?
 Where and how is the leadership development of SAGPP students
assessed?
 Have preparatory programs been intentionally designed to promote
theory-to-practice learning in the area of leadership development?
I explored two student affairs graduate preparatory programs that were identified as
exemplars in leadership development. This case study method “provided depth,
detail, and individual meaning” (Patton, 2002, p. 16).
This chapter describes the research methodology of this study, beginning
with a more detailed justification for the qualitative approach. Sections on the
research design, settings and context, data collection, and data analysis give the
reader a comprehensive understanding of how the study was conducted. The final
sections on trustworthiness and limitations provide information that allows the reader
to begin evaluating the validity and reliability of the potential findings.

60
Qualitative Design Methods
A case study approach is appropriate for examining an educational process in
a way that “brings about understanding that in turn can affect and even improve
practice” (Merriam, 1998). Specifically, I conducted an evaluative case study which
involves “description, explanation, and judgment” (Merriam, 1998, p. 39) and can be
used to “develop a better understanding of the dynamics of a program….when it is
important to be responsive and to convey a holistic and dynamically rich account of
an educational program” (Kenny & Grotelueschen, 1980, p. 5, as cited in Merriam,
1998).
A qualitative, evaluative case study methodology will be used for this
research because I also studied the process of how leadership is taught to graduate
students in student affairs preparatory programs. I used a national listserv for faculty
and administrators of SAGPPs to identify two programs that are considered to be
exemplary in the area of leadership development. Using qualitative methods to study
the curriculum, assistantships, and faculty-administrator collaborations, I was able to
reveal how these individual components of leadership education come together to
enhance the leadership development of future student affairs administrators
(Merriam, 1998). The heuristic quality of this case study illuminated “unknown
relationships and variables” that could lead to a new understanding of leadership
development in graduate preparatory programs (Stake, 1981, p. 47).
Given that “qualitative inquiry focuses on meaning in context” (Merriam,
1998, p. 1), interviews, conducted at two exemplary sites, were used to provide an

61
“in-depth understanding of the situation and meaning for those involved” (Merriam,
1998, p. 19). According to Patton, a qualitative design “needs to remain sufficiently
open and flexible to permit exploration of whatever the phenomenon under study
offers for inquiry” (2002, p. 255). I studied two cases because this allowed me to
evaluate and summarize similarities and differences in a way that will increase the
future applicability of the best practices I identify (Merriam, 1998). Naturalistic
inquiry techniques (Lincoln and Guba, 1985) were used because they allow
assumptions to emerge naturally from the data as opposed to from previously stated
hypotheses.
To provide me with a deeper understanding of how leadership development is
fostered at my case study sites, I reviewed syllabi and lesson plans from relevant
courses. I also reviewed the mission and goals of the program, course descriptions,
and the academic course of study. These documents helped me begin to determine
how leadership development is addressed in the curriculum. Additionally, I reviewed
several assistantship documents, related to leadership, such as learning contracts,
manuals, and evaluation tools so that I could identify other places where leadership
is being addressed. I also observed several leadership, internship, or capstone type
courses to assess the degree with which the theory to practice connection is being
addressed in the curriculum.
I conducted interviews with the program directors, faculty, and assistantship
supervisors that explored the process of how leadership is taught in the graduate
preparatory programs and focused on the intentional collaboration of faculty and

62
student affairs administrators that aims to foster theory-to-practice connections of
future student affairs administrators. I spoke with students in a focus group to gather
data on their perceptions of what they are learning and how they are applying this
knowledge in their assistantships.
Two intrinsic case sites were identified using purposeful sampling through
experts. I sent an email to the SAGPP faculty listserv asking these faculty to
nominate cases that are exemplars of intentional leadership development using
experiential learning to enhance theory-to-practice connections. This sampling
method allowed me to discover cases which have a great deal to teach us about
leadership development of future student affairs practitioners and are thus “worthy of
in-depth study” (Patton, 2002).
Once each institution was identified, I contacted the program directors to
solicit their participation and assistance. I explained the purpose of the study and
asked them for copies of the program’s course of study, syllabi (for leadership,
administration, management, internship/fieldwork, and capstone-type course), and
assistantship documents, I also asked the Directors to identify faculty and
administrators who would be willing to speak with me about the leadership
development of their students. These individuals were contacted by email and
informed of the study’s purpose, the expectations for participation, and the informed
consent process. Once consent to participate was confirmed, a campus visit was
arranged. I used the syllabi and the Director’s suggestions to determine which classes

63
to observe. Each site scheduled the faculty and supervisor interviews as well as the
student focus groups.
Setting and Context
Expert recommendations received from the listserv provided me with a list of
ten programs. Two programs were suggested at a much higher frequency than any
other institution. I explored the website of those two programs and determined that
there were compelling reasons to select both of them as a case study site. The first
program, from the Midwest University (MU), dedicates a three-credit course, which
is connected to the students’ internships, to reflections and discussions on leadership.
This same program is guided by the principles of experiential learning and the
reflective-practitioner model. The second program, at East Coast State University
(ECSU), lists leadership as one of its five core values. A faculty member from this
program is considered an expert in the area of leadership in student affairs and higher
education. Additionally, the ECSU campus is home to a leadership academy which
encompasses several leadership research centers and academic programs. A national
research project for leadership programs is also housed on this campus.
Midwest University.
Midwest University enrolls more than 20,000 students, including over 3,000
graduate students. The university is located in a Midwestern city with a population of
28,000. About 85% of the students are residents of MU’s home state and roughly
80% self-identify as white. MU is home to several nationally ranked academic
programs.

64
The Master of Arts program in College Student Personnel (CSP) at the
Midwest University prepares graduates for careers in the student affairs of higher
education. This program has a heavy emphasis on experiential learning and requires
a minimum of 45 credit hours along with a two-year internship. This program enrolls
about 40 students each year.
There are seven full-time faculty who teach in the MU program. These
faculty members teach in the master’s program as well as the higher education
doctoral program. Additionally, there are six university administrators who also
teach in the MU program. The Vice President for Student Affairs teaches an elective
course in leadership.
East Coast State University.
This flagship state university ranks in the top 15 among all public
universities. Close to 37,000 students attend ECSU; of which approximately 10,500
are graduate and professional students. Of the ECSU student population, 57% self-
report as white and 75% come from the home state. ESCU is located in a suburban
area with a population of about 25,000. The campus is located near several large
metropolitan cities.
East Coast State University offers both a Master of Arts and a Master of
Education in College Student Personnel. Students wishing to earn the M.A. degree
must complete a thesis and take an additional statistics course, while M.Ed. students
submit a seminar paper and take two courses in their professional concentration. This
40 credit-unit program is “modeled and directed” by five core values, one of which is

65
leadership (ECSU website, 2009). The CSP program enrolls fifteen students per
year.
Four full-time faculty members teach in the ECSU program. There are
several “affiliate faculty” who are full-time administrators on campus who also teach
in the CSP program. There are two specific affiliate faculty who each teach a section
of the course that is linked to the summer supervised practice opportunities.
Data Collection Procedures
In an effort to learn how future student affairs professionals are being
developed as leaders, I collected data through a variety of methods. Each site was
explored using document analysis and interviews. I also conducted classroom
observations and focus groups of current students. Because the process and
phenomenon of leadership is not easily seen or measured, I felt that the multiple
courses of data would give me greater insight into how leadership development was
being fostered in the two SAGPPs. I chose to interview faculty, supervisors, and
students to provide multiple perspectives on how the process was occurring.
Prior to my visits, I reviewed many documents related to the leadership
development of SAGPP students enrolled in each program. These documents
provided me with a context with which I could frame my visit. From these
documents, I came up with a list of questions for the Program Directors to ensure
that I had a firm understanding of what their students were offered while enrolled in
the SAGPPs.

66
Both site visits were similar. I spent three days on each campus. During that
time, I conducted 27 interviews and focus groups. These included four interviews
with the Program Directors, nine faculty interviews, ten interviews with supervisors,
two interviews with doctoral students, and three focus groups with SAGPP students.
The Program Director was one of the first people I met with and also one of the last.
The Program Directors were the only people I met with more than once. The data
from the doctoral students did not prove to be relevant to the study, so it was not
included.
At each campus, I was provided with a host who escorted me around campus,
introduced me to people, and made sure I got to right locations at the right time. At
MU, I observed one class. AT ECSU, I observed two classes and a meeting of a
group of faculty, staff, and students who were conducting a national study on
undergraduate leadership. Ultimately, I wound up with over 500 pages of interview
transcripts and documents that were used in the analysis process described later in
this chapter.

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Table 3: Data Collection Methods by Site

Method Midwest University East Coast State University
Documents Syllabi
Program goals and mission
Website
Student Handbook
Student capstone project and
self-evaluation
Syllabi
Program goals and mission
Website
Student Handbook
Student assessment tools
Observations Capstone course Capstone course
Leadership elective
Leadership research team
meeting
Program Director
Interviews
Two interviews: first day and
third day
Two interviews: first day and
third day
Faculty Interviews 3 full-time, 1 VPSA 3 full-time, 2 adjunct
Supervisor Interviews 3 direct, 3 indirect 3 direct, 1 indirect
Student Group
Interviews
1
st
group: 6 students. 3 males
and 3 females. 3 first year and
3 second year.
2
nd
group: 3 students. 2
females and 1 male. 1 first
year and 2 second year.
1 group: 4 students. 3 females
and 1 male. 1 first year, 2
second year, and 1 recent
graduate.

Document analysis.
Documents can “prove valuable not only because of what can be learned
directly from them but also as stimulus for paths of inquiry that can be pursued only
through direct observation and interviewing” (Patton, 2002, p. 294). I reviewed
relevant syllabi, the SAGPP goals and mission, the website for each program, and
the student handbooks. Specifically, I analyzed the syllabi of courses taught on

68
leadership, administration, and/or management as well as those related to any
practical opportunities such as fieldwork, practicum, internships, and assistantships.
Additionally, I inspected syllabi for any capstone-like courses specifically designed
to enhance theory-to-practice comprehension. These syllabi provided me with an in-
depth view of the content and learning objectives of the leadership development-
related curriculum. I was also able to review and analyze the self-assessment tools
provided to the students in both SAGPPs. These tools gave me a better sense of how
each program defined leadership as well as how (and on what) the students were
being assessed.
Documents can “furnish descriptive information, verify emerging hypotheses,
and advance new categories and hypotheses” (Merriam, 1998, p. 126). I was able to
identify textbooks, proposed learning outcomes, and specific course content.
Reviewing these documents prior to my site visits allowed me to ask questions
specific to each site and the interviewee from having to verbally explain the course
content. By showing me where students are exposed to leadership in their
coursework, these documents also helped me identify which faculty members I
needed to interview. Yin (1994) argues that the “most important use of documents is
to corroborate and augment evidence from other sources” (p. 81); thus the data
gleaned from the documents primarily supported what I heard in interviews,
observations, and focus groups. I used the subsequent interviews and focus groups to
verify that my interpretation of these documents was correct.

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Observations.
“Direct observation, when added onto other research yielding depth and/or
breadth, enhances consistency and validity” (Adler & Adler, 1994, p. 378). I used
classroom observations to assist me with developing an understanding of the unique
context of each site as well as each course. These observations allowed me to see,
first-hand, how and where the theory-to-practice connections are discussed in the
students’ courses. The students and instructors were told that I was studying
leadership development. So as not to influence the class content or discussions, the
students were not told the specific focus of my research.
The observations served as a way to develop my tacit knowledge of how
leadership development is addressed at my sites and also allowed me to ask more
direct questions during my interviews. By observing multiple courses, I was able to
discover if the coursework is intentionally connected in a way that encourages
leadership development. Prior to the observation, I asked for a lesson plan so that I
could identify, ahead of time, learning outcomes related to leadership. I arrived in the
classroom early enough to map out the room and create a blank seating chart. This
allowed me to code the students and look for patterns in what was said. I recorded
my notes in a field journal and used the observation tool provided in appendix G to
analyze what I witnessed.
At Midwestern University, I was only able to observe one class, the final
capstone. During this class period, the students were reviewing their self-assessment
tool, based on the ACPA competencies, which was a significant part of their final

70
capstone project. Unfortunately, the instructor covered the leadership portion of the
assessment tool during the first half of the class when I was not present. During the
class meeting, there were 12 students present, nine female students and one male
student. The students were discussing which competencies they had selected for their
final project and what artifacts they were submitting as evidence of the competency
in each area. During the hour that I observed the class, I was specifically listening for
any mention of leadership. I was also observing how the faculty member made
theory-to-practice connections related to leadership.
At East Coast State University, I observed two classes and a leadership
research team meeting. The first class I observed was the leadership elective which is
designed for students who want to become leadership educators. Eight students, of
which only one was enrolled in the SAGPP, were present for the two-hour and 45-
minute class. Two students were absent, but neither of them was enrolled in the
SAGPP. The students talked about a leadership theory book (Lencioni, 2002) and a
model of emotional intelligence (Goleman, 1998). The faculty member provided a
lecture on understanding the evolution of leadership studies. In this class, I was
paying attention to how knowledgeable students were about multiple leadership
theories, as evidenced by their ability to compare one to another. I was also watching
to see if they had a sense of how each of these theories fit within their own
leadership identity.
The second class I observed at ECSU was the capstone course. Fourteen
students, all in their final semester of the program, were in attendance for the two-

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hour and 45-minute class meeting. During the first part of the class, a guest speaker
led the students through an activity on visioning. She spoke about a creating a vision,
with a group of people, for an organization. She finished her presentation by
speaking about a few particularly thorny leadership issues that had recently occurred
on the ECSU campus. During the last portion of the class, the faculty member was
preparing the group for a fieldtrip to a local community college. Throughout the
class session, I was observing the questions the students asked and the comments
they made to see how they were making theory-to-practice connections to what the
guest speaker was talking about. I was also paying attention to any leadership
theories or competencies that were mentioned.
While on the ECSU campus, I was also able to observe a leadership research
team meeting. This meeting was comprised of one faculty member, two doctoral
students, and one SAGPP student. Two administrators from out of the area
participated via telephone. During this meeting, I was observing the process of
leadership as it was being practiced in the meeting, to see how it compared with the
definition of leadership provided in the SAGPP core values.
I did not record any of the observations. I used handwritten notes recorded in
a field journal to document what I observed. After the class or meeting, I wrote down
my initial impressions and answered the questions on my observation protocol (See
appendix G). All documents related to the observations, including the field journals I
used for note-taking, are kept in a file cabinet in my home. They will be destroyed in
three years, per the USC IRB protocol.

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Interviews.
Qualitative data, collected through interviews, provided me with data that I
could not obtain through other methods. According to Seidman (1991), interviews
are a:
Powerful way to gain insight into educational issues through understanding
the experience of the individuals whose lives constitute education. As a
method of inquiry, interviewing is most consistent with people’s ability to
make meaning through language. It affirms the importance of the individual
without denigrating the possibility of community and collaboration. (p. 7)

Semi-structured interviews were conducted with Program Directors, faculty, and
student affairs administrators at each site. This type of interview allowed me to
collect specific information from each site, but also afforded me the flexibility to
“respond to the situation at hand to the emerging worldview of the respondent, and to
new ideas on the topic” (Merriam, 1998, p. 74). An interview guide was used to
ensure that each interview covered the same broad topics, but many questions were
loosely worded to allow the respondent’s answers to partially guide the interview.
At MU, I interviewed four full-time faculty members, one of whom was the
Vice President for Student Affairs who teaches a leadership elective. I also
interviewed six supervisors at MU. Of the six, three directly supervised SAGPP
students and the other three were indirect supervisors. The indirect supervisors each
supervised at least one person who directly supervised an SAGPP student. At ECSU,
I interviewed five faculty members, two of whom were adjunct faculty who worked
as full-time student affairs administrators and also taught the SPO-linked course.
Four supervisors, only one of whom was an indirect supervisor, were interviewed at

73
ECSU. Each faculty and supervisor was interviewed once and the interviews lasted
from 30 to 70 minutes.
At each site, I also conducted an interview with the Program Director at the
beginning of my campus visit and did a follow-up interview at the end of my visit
after I had a chance to conduct a preliminary review of the data from my visit. On
both campuses, the program director was also a full-time faculty member. At ECSU,
the person I interviewed had recently stepped down from the Program Director role,
but she had held the position for numerous years. As a result, I coded her interviews
as belonging to the Program Director. The primary focus of the first interview was to
learn about the process of how leadership is taught in the graduate preparatory
programs and to explore the ways in which the program is designed to foster theory-
to-practice connections of future student affairs administrators. Specifically, the first
interview addressed why leadership is important, how leadership is learned, how and
where their students are exposed to leadership theory, how and where their students
are given the opportunity to apply their theoretical knowledge and how their program
enhances theory-to-practice learning. The questions for the second interview were
site specific and were developed after I reviewed the site visit data. During the
second interview I was able to clarify the things I saw and heard. All interviews were
recorded using audio-taping and were transcribed for future analysis. These
recordings and the transcripts are kept on a password-protected flash drive and will
be deleted, per IRB protocol, after three years. The hard copies of the transcripts, as

74
well as the notebooks used to take field notes, are stored in a file cabinet in my
home.
Group Interviews.
Group interviews, also called focus groups, “have the advantages of being
inexpensive, data rich, flexible, stimulating to respondents, recall aiding, and
cumulative and elaborative, over and above individual responses” (Fontana & Frey,
1994, p. 365). I conducted focus groups with current students to explore their
perspective on how and where they are learning about leadership. Because I was
only on each campus for three days, scheduling individual interviews with students
would have been very difficult.
At MU, I was able to meet with 9 out of the 78 students (11%) over two
different focus groups. They were representative of the student population in gender,
class standing, and assistantship placements. At ECSU, I conducted one focus group
with 3 of the 28 (10%) enrolled students as well as one ECSU employee who had
recently graduated from the SAGPP program. Similar to the individual
conversations I had with the faculty and supervisors, I used a semi-structured
interview format. An interview guide was used to ensure that each interview covered
the same broad topics, but many questions were loosely worded to allow the
student’s answers to partially guide the interview. Because there were multiple
people answering each question, these interviews ranged from 60 to 100 minutes.
Patton (2002) explained that building rapport is critical so that participants feel safe
and willing to share their experiences with the researcher. I established rapport with

75
the students by explaining that I was a graduate of a similar program and that I was
currently working with students, at my home institution, who were also enrolled in a
SAGPP. I explained that I was interested in understanding how students like
themselves learn about leadership.
During these interviews, students were asked to describe their experience as a
student in the SAGPP as it related to leadership development. I asked them many of
the same questions that I asked of the faculty and supervisors, but these questions
were slightly altered so that it was clear I was asking about each individual student’s
experience. I made it clear at the start of the interview that everyone should feel
comfortable expressing their own opinion, even if it did not match the experience of
the person sitting next to them. The students were already comfortable with one
another, so this did not prove to be an issue. The students were very respectful of
each other and seemed genuinely interested in hearing what everyone else had to say.
The students were also told that they were not required to answer all, or any, of my
questions. After one student would respond to a question, some students simply
responded “I agree” while others remained silent. Occasionally, a different student
would offer an opposing point of view. Because answering my questions was not
mandatory, I cannot report data (for most questions) that represents 100% of the
students interviewed. There were a few questions that every single student answered,
but those were rare. Where possible, I made notes in my field journal about students
who were nodding their head in agreement.

76
The focus groups were recorded using a digital voice recorder and were
transcribed for analysis purposes. These recordings and the transcripts are kept on a
password-protected flash drive and will be deleted, per IRB protocol, after three
years. All hard copies, as well as my field journals, are kept in a file cabinet in my
home.
Data Analysis Procedures
According to Patton, “qualitative analysis transforms data into findings”
(2002, p. 432). Before I could analyze the data, I needed to prepare it for analysis.
During this process, I sorted through the almost 500 pages of data and determined
what should be included and what was not relevant to my research questions. I
reviewed the documents and transcripts to ensure that I understood how each one
was related to my research questions. All extraneous documents and quotes were set
aside and only the relevant data was considered during the next phase of analysis.
I read each document and transcript three times. The first time I read for
understanding. I was trying to get a global sense of what was discussed. I made
notations about my broad impressions and then proceeded on to the next transcript.
After reading all the documents and transcripts, I went back through them a second
time. During this stage, I highlighted all comments that were related to my research
questions and entered codes into the margin. The third time I reviewed all the
documents and transcripts, I verified that each unit of data was properly coded.
Analysis can also be seen as the process of making meaning from the data
through consolidation, reduction, and interpretation (Merriam, 1998). The qualitative

77
data collected from the case studies was analyzed using the three levels described by
Merriam (1998): descriptive accounts, category construction, and theory building.
First, the data was “compressed and linked together in a narrative that conveys the
meaning the researcher has derived from studying the phenomenon” (Merriam, 1998,
pp. 178-179). In this phase of the analysis, I predominately looked at what the data
said, on face value, and did not do any comparisons within or between sites or
participants. Next, I took the coded units of data and “constructed categories or
themes that capture recurring patterns” (Merriam, 1998, p. 179) so that I could
organize the data in preparation for further analysis. These categories were directly
related to the stated research questions and several were connected to the theories
and models discussed in chapter II.
As Merriam described, there was a “period of intensive analysis when
tentative findings were substantiated, revised, and reconfigured” (p. 181). To
accomplish this task, I cut out each unit of data and coded it. The units of data were
sorted into piles to create categories. This phase lasted almost nine months and was
the most challenging task I faced during this study. I developed nine different sets of
categories before finding the one that accurately used the data to answer my research
questions. One of the largest obstacles was making sure that each category was
“mutually exclusive” so that each unit of data fit into only one category (Merriam,
1998, p. 184). During this phase of the analysis, I also spent a great deal of time
looking for similarities and differences between and within sites and participants. For
example, one of the first faculty members I interviewed at MU did not have a strong

78
sense of identity as a leadership educator. I took this theme and reviewed the other
MU faculty transcripts to determine how strongly each saw him or herself as a
leadership educator. I then looked for similar findings in the ECSU faculty
transcripts and compared the broad MU findings and the ECSU findings. I then
repeated the process for supervisors. Finally, I delved into the student focus group
transcripts to determine if and how the students perceived faculty and/or supervisors
to be leadership educators. This process was repeated for each major category.
Finally, I used the data to begin developing a theory that explains how
leadership development is most effectively taught to future student affairs
professionals. I began the theory development by using content analysis to make
sense of the large volume of data by identifying “core consistencies and meanings”
(Patton, 2002, p. 453). The analysis was both deductive and inductive. I used several
frameworks to help me deductively analyze the data. The leadership development
models (described in chapter II) were the primary frameworks for the deductive
analysis. Additionally, the ACPA competencies described in chapter II were used to
help me identify the breadth and depth of leadership theories and skills that are being
taught. The CAS standards, also discussed in chapter II, allowed me to evaluate the
programs on their curricular content and teaching methods. Inductive analysis was
used to offer naturalistic generalizations (Creswell, 1998) so that the information
could be used to guide SAGPPs in the leadership development of their students.
Once I settled on the best way to organize and report the data, I was able to
explore the findings and implications. This was an exciting stage of the analysis

79
during which I was able to identify promising practices and implications. Over the
11 month period of data collection and analysis I recorded my thoughts and ideas in
a notebook. All electronic files were kept on a password-protected flash drive.
During the data analysis phase, I also met regularly with a peer to discuss my initial
impressions. All data collected has been privately and securely stored. This data will
be destroyed, per IRB guidelines, after three years.
Trustworthiness
The data I collected is not valuable unless it can be trusted to be both valid
and reliable. My study was intentionally designed in a way that maximized internal
validity, reliability, and external validity, and thus enhanced the trustworthiness.
Internal validity, which “deals with the question of how research findings match
reality” (Merriam, 1998, p. 201), was enhanced by the use of triangulation and by
clarifying my personal biases. The multiple sources and types of data I collected
provided triangulation. This approach reduces the “vulnerability to errors” linked to
the use of a single method and provides “cross-data validity checks” (Patton, 2002,
p. 248). The triangulation of data sources, document review, observations,
interviews, and focus groups allowed me to compare what the participants say they
do with what they actually do.
External validity is concerned with generalizability or “the extent to which
the findings of one study can be applied to other situations” (Merriam, 1998, p. 207).
In case study research, generalizability is best applied by “leaving the extent to
which a study’s findings apply to other situations up to the people in those

80
situations” (Merriam, 1998, p. 211). One way external validity is enhanced is by
strengthening internal validity. I also used rich, thick descriptions to provide enough
detail “so that the readers will be able to determine how closely their situations
match the research situation, and hence, whether findings can be transferred”
(Merriam, 1998, p. 211). Choosing to study more than one site enhanced the external
validity because it “allowed the results to be applied by readers to a greater range of
other situations” (Merriam, 1998, p. 212).
Limitations
It is impossible to design a perfect study. I did my best to minimize any
potential limitations, but some of them were outside my direct control and some
were inherent in the study’s design. I attempted to minimize the limitations of this
study by conducting a significant number of interviews and focus groups with a
cross-section of people with different roles, at two separate campuses. I also spoke
directly with students to verify that their experiences were similar to what the faculty
and staff say they were trying to provide. However, this study was not without
limitations.
One potential limitation was the amount of time I was able to spend on each
campus. Creswell (2003) talks about the ability of thick, rich descriptions to
“transport the readers to the setting and give the discussion an element of shared
experiences” (p. 196). It is tough to collect thick, rich descriptions during a three day
visit, but I hope that the variety of sources and people I was able to speak with
enabled me to collect data with the breadth and depth necessary to get an accurate

81
understanding of how leadership development is taught in these programs. Also, I
would have preferred to speak with a larger percentage of students on each campus. I
spoke with roughly 10-11% of enrolled students on each campus. It is impossible to
determine if the experiences of those students is comparable to the experiences of the
other 90%. I attempted to minimize this limitation by meeting with a diverse group
of students in terms of gender, class rank, and internship placements.
The class that I observed at MU was scheduled to talk about the leadership
category of their capstone project. However, I was only scheduled to observe the
second half of the class and the leadership category was discussed during the first
portion of the class. As a result, I did not observe the students reflecting on their
leadership development. Due to the timing of my visit, the other sections of the
course did not meet the week I was on campus. I would have been beneficial to
observe multiple sections of the capstone course to hear a larger number of students
talking about what they had learned about leadership during their two-year program.
Neither of the leadership elective courses had been offered the semester of my site
visit, so I was unable to observe those courses.
AT ECSU, I was able to observe the leadership elective and the capstone
course that focused on leadership, but I was unable to observe the SPO-linked
course. My visit occurred during the spring, and this course is only offered in the
summer and fall semesters. Observing the SPO-linked course would have allowed
me to see first-hand how the faculty for those sections are able to make theory-to-
practice connections related to leadership. However, visiting during the end of the

82
spring semester was beneficial because at this time of the year, students seemed as if
they were engaged in the process of reflecting on what they had learned over the past
one or two year. This atmosphere of reflection, that seems to come naturally at the
end of the academic year, may not have been as pronounced had I done my site visits
in the fall or even the middle of the spring semester.
My own biases may also have been a potential limitation. All data was
filtered through my personal lens which means it could have been distorted by my
experiences and personal beliefs. I addressed some of this in the section on internal
validity. Ultimately, I believe that my knowledge and experiences served to enhance
the research by allowing me to draw more accurate conclusions from my data. I am a
graduate of a program similar to those I studied and had the opportunity to be
enrolled in two different master’s degree programs and participate in three
assistantships on three different campuses. The first program did not addresses
leadership in the coursework, but it was a focus in my assistantship. My second
master’s program had a heavy emphasis on leadership in the courses, and did a good
job of linking classroom learning with real-life experiences. In my most recent
position, I worked with graduate students enrolled in a student affairs preparatory
program and my job was specifically designed to serve as a liaison between the
graduate program and the division of student affairs in an effort to enhance the
theory-to-practice learning of our students. These experiences have led me to believe
that a program should do what it can to enhance collaboration between faculty and
assistantship supervisors to maximize theory-to-practice connections. I made sure to

83
remain open to new ideas and new ways that other programs are using to enhance
leadership development. However, I believe that my passion for this topic made me
eager to learn as much as possible from my cases.
In addition to the triangulation methods mentioned above, I also used
negative case analysis (Creswell, 1998) and peer review to minimize any
unintentional researcher bias. As I analyzed the data, I specifically sought examples
that demonstrated the opposite of what I initially believed the data was telling me.
For example, when I saw the first faculty member who did not have a strong sense of
identity as a leadership educator, I looked for evidence within the same transcript
that countered what was originally said. I then looked through all the faculty
transcripts to identify which faculty members did see themselves as leadership
educators. I also used peer examination (Merriam, 1998) to increase validity. A
colleague of mine reviewed my data, data analysis, and preliminary findings with me
and asked critical questions to ensure that I was not oversimplifying the data to find
the results I expected to find. These methods hopefully did a great deal to counteract
my personal assumptions about this topic.
Ethical Considerations
While the purpose of my study was to learn about the process of how we
teach leadership development in graduate preparatory programs, it is possible that
the people I spoke with felt that I was evaluating their program. I reassured them that
I was not trying to judge their program, but simply identify what they are doing well
so that others may learn from their successes. Faculty, supervisors, and students

84
might have been hesitant to speak with me so I assured them that I would keep their
identities confidential.
I was granted IRB approval from USC and also from the two schools I used
as my case sites. My study was granted exempt status and so participants were not
required to sign any consent forms. However, each participant was given an
information sheet that explained the purpose of the study and the procedures I was
about to follow. I remained as unobtrusive as possible when observing classes and
scheduled interviews at times and locations that were convenient to the participants.

85
Chapter IV
Data Analysis

The data discussed in this chapter is intimately connected to the research
question: “How do student affairs graduate preparatory programs (SAGPPs) teach
the theoretical constructs and practical applications of leadership?” I interviewed 36
faculty, supervisors, and students at two institutions. By investigating this question
from three different perspectives, within two separate programs, the data reported in
this chapter provides a better understanding of how and where leadership
development is being fostered within SAGPPs.
The two cases selected for this study were Midwest University (MU) and
East Coast State University (ECSU). Midwest University is a large state university
with over 20,000 students. The SAGPP at Midwest University was established in the
mid-1960s and the program currently enrolls about 38 to 40 students per year. East
Coast State University, a large land-grant institution with more than three times the
graduate student enrollment of MU, established their SAGPP about 50 years ago and
has an annual cohort size of 11 to 15 students. These sites were selected based on
expert recommendations from the ACPA sponsored listserv, CSPTalk, for SAGPP
faculty.
At both sites, students enter the SAGPP with some prior leadership
experience and skill. Several students commented on the leadership experiences they
had as undergraduate students and noted that these types of graduate programs seem

86
to attract students who are already leaders. A student at ECSU said her interest in
leadership is what drew her to that particular graduate program (23/51). One of the
faculty members at MU remarked that:
[their program gets] really good students to start with. In some cases, our best
thing to do is just stay out of their way and not mess them up too bad. If we
can buff them up a bit, that’s great, but most of them come in with strong
[leadership] skills. (5/658-660)

This may also indicate that students come into the SAGPP with a strong desire to
further develop their leadership skills. Regardless of the knowledge and skills of the
students at the start of the SAGPP, faculty, staff, and students all believe that a
significant amount of leadership development occurs during the two-year program.
While the original research question was designed to explore how SAGPPs teach
leadership, the data collected provides answers far beyond the original scope of the
study. These rich findings offer insight into not only how SAGPPs teach leadership
but also how SAGPP students learn leadership. This study begins to identify where
and how leadership development is occurring within the SAGPP context.
Originally, the data was sorted into three main categories that I believed to be
relevant to the teaching of leadership: the design of the SAGPPs, the role of the
faculty, and the role of the SPO supervisor. However, it became clear that a fourth
category was emerging which was more about the process of learning leadership.
For the purposes of this study, teaching refers to systems, processes, or procedures
that enhance leadership development. These systems, processes, and procedures are
external to the student are typical things that are provided or offered by the SAGPP,

87
faculty member, and/or supervisor. On the other hand, learning refers to self-
directed, internal processes the student engages in throughout the leadership
development process. For example, feedback is a “teaching” method, but reflection
is a “learning” mechanism. The following chart provides a quick glimpse of the
teaching and learning methods discussed in this chapter.

Figure 7: Teaching and Learning Methods

Teaching Methods:

I. Intentionality and leadership as an explicit goal
A. Curricular elements and instruction
B. Design and goals of supervised practice opportunities
II. Role of faculty
A. Identity as a leadership educator
B. Role modeling
C. Nature of learning opportunities
D. Role of feedback
E. Competing priorities
III. Role of supervisors
A. Identity as a leadership educator
B. Role modeling
C. Nature of learning opportunities
D. Role of feedback
E. Competing priorities

Learning Mechanisms:

I. Interpersonal relationships for leadership development
A. Assigned relationships
B. Seeking out mentors
C. Extracurricular opportunities
II. Intrapersonal intelligence for leadership development
A. Processing knowledge and experiences
B. Role of reflection

88
Research questions are essentially a hypothesis and what the data actually
illuminates is often surprising. I began organizing my data around the original
research question which focused on how leadership is taught. As a result, the
categories may seem slightly out of sync with the findings presented in chapter five.
However, given the intimate connections between how leadership is taught and how
leadership is learned, I have chosen to keep the original organization for this chapter.
This chapter will offer great detail into how leadership is taught in the two SAGPPs
studied. It will also foreshadow the important findings discussed in the following
chapter.
The data I collected was organized and then analyzed using four categories.
The first three: 1) intentionality in program design, 2) the role of the faculty, and 3)
the role of the supervisor focus on how SAGPPs teach leadership. The fourth
category, the interpersonal and intrapersonal dimensions of leadership explores how
students learn leadership. Similarities and differences in each of these areas were
explored in an effort to understand which mechanisms were influential in the
students’ leadership development. Each program addressed leadership development
differently, but both were still ultimately successful in creating and providing an
environment that fosters leadership development.
The first category, intentionality, includes program design, curricular
elements, and the supervised practice opportunities (SPOs). Intentionality was
initially difficult to measure because one program had leadership as an explicitly
stated goal and the other held leadership as a more implicit learning outcome. ECSU

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is both explicit and intentional in how they address leadership development in their
program. In contrast, leadership is not stated as an explicit goal at MU, but it is
heavily embedded into the program in a way that ensures that leadership
development occurs. Not surprisingly, perhaps, the program which stated leadership
as an explicit goal also had a more intentional programmatic structure designed to
foster leadership development.
The second and third categories, role of faculty and role of supervisors,
shared similar factors. Whether or not the faculty and/or supervisor viewed
themselves as leadership educators greatly impacted the amount of time they spent
talking with students about leadership. Both faculty and supervisors were in a
position to serve as role models and also to provide feedback on the students’
leadership knowledge and abilities. Students were provided opportunities to gain
leadership knowledge and practice leadership skills in the classroom and the
internship setting, however these opportunities were negatively impacted by
competing priorities that made it challenging to find the time to focus on leadership.
The final category explored the interpersonal and intrapersonal dimensions of
leadership development. Interpersonal relationships included assigned relationships,
relationships initiated by the student, and extracurricular involvements. Students
used interpersonal relationships with faculty, supervisors, advisors, mentors, and
peers to help fill the gaps in their leadership development education. The
intrapersonal dimensions of leadership explained how students make meaning of
their leadership development education. The two primary mechanisms explored were

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1) the processing of knowledge and experience and 2) the role of reflection. Both of
these practices were essential to the leadership development of SAGPP students.
Intentionality and Leadership as an Explicit Goal
In this section, I explore the design and structure of the SAGPPs, formal
coursework, and supervised practice opportunities. One of my research questions is
how SAGPPs have been intentionally designed to promote theory-to-practice
learning in the area of leadership development. There proved to be many ways in
which the design of the two SAGPPS promoted theory-to-practice learning of
leadership development, but few of them seemed to have been intentionally designed
to do so. However, intentionality was difficult to assess because, while leadership
development was a goal of both programs, there was variance in the degree to which
it was an explicitly stated learning outcome.
The first major element I analyzed was the descriptions offered by each
program. The website for MU (2009) states that their program:
Is designed to prepare practitioners for positions in student affairs through an
integration of theory-based course work emphasizing student development
that is complemented by professional internships in college or university
settings. Both aspects of this program enable students to become reflective
practitioners who are able to combine knowledge and skill with their personal
and professional values as they serve their profession. The explicit goal of the
(SAGPP) program is to focus the concerns of its graduates on enhancing
learning environments for students during their collegiate experiences.

Leadership is not explicitly mentioned on the MU website or in the student
handbook. In contrast, the ECSU description clearly states that the program is
“modeled and directed by the core values of Student Development, Multiculturalism,

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Leadership, Scholarship and Research, and Ethical Practices.” The ECSU description
then goes into further detail by describing the leadership core value. The website
states “Student Affairs professionals are responsible for providing leadership to their
institutions in creating programs, policies, and experiences that will enhance
students' learning experience. Leadership means working with others effectively to
accomplish change.” The description then lists several ways in which the program
supports and/or teaches leadership.
From an environmental perspective, leadership was more explicitly visible on
the ECSU campus than at the MU campus. At MU, there were very few theories
mentioned, but the faculty, staff, and students were still easily able to discuss
leadership skills and competencies that they felt they or the students were learning
and using. There were fewer books on leadership present in the offices where I
interviewed on the MU campus. A typical MU office might have one, two or three
books on leadership in contrast to the six, seven, or even more at the ECSU campus.
At ECSU, leadership is a heavy research focus of one of the senior SAGPP
faculty. It is, in many ways, “in the water” on the ECSU campus. Almost every
faculty, supervisor, and student I spoke with was able to tell me of a specific
leadership theory they had learned about and/or were using in their work. There were
several books on leadership in almost every office, the term leadership was visible
on posters and quotes around the campus and the word leadership was used often and
with a sense of ease. At first glance, it would be easy to assume that because ECSU

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has made leadership development an explicit goal and MU has not, that the ECSU
program is more intentional when it comes to leadership development.
During the interviews, I asked each participant to describe how the SAGPP
was intentionally designed to promote theory-to practice learning in the area of
leadership development. Most participants at MU referenced the leadership electives
and the conversations that occur in the SPO-linked course, but a lack of
intentionality was clearly observed by two tenured faculty members at MU. The first
spoke very candidly and remarked:
To be quite honest we don’t spend a lot of time with them intentionally
talking about the theory of leadership. Every so often, there’s an
elective…on leadership and student affairs. But that’s not offered every year,
every student doesn’t take it because it’s an elective, and so there really is no,
in my opinion – I can’t identify any time when we specifically talk about the
theory of leadership or leadership theory and so we are very much practice-
driven, not theory-driven and not theory-to-practice-driven when it comes to
leadership. Now, when we talk about other stuff, student development, we’ve
got theory-to-practice down, hand over fist; it’s everywhere. But when it
comes to leadership, I wouldn’t say that we do theory-to-practice at all, let
alone maximize it. (1/338)

The second faculty member commented on where leadership is addressed during the
SAGPP, but noted that:
There’s no kind of intentional weaving of leadership through the introduction
course that everybody would have. The idea of leadership as a competency,
they get in the context of the [SPO] course. Our second – our third semester
of [the SPO course] focuses on leadership kind of, with broad, very broad
brush strokes, because we only meet three times during the course of the
semester. (5/175)

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There was general agreement on the part of most MU faculty that leadership is
offered in pockets and is not integrated through the program in a systematic way.
Student comments, at MU, corroborated that perspective. A first-year student said:
Just based on the classes, I’m probably gonna end up taking none of the
courses that we’ll take, will have that information or will talk about the
theories or anything like that. We learn it implicitly from some of the other
information we get, but there’s not that explicit discussion of theory. (7/473)

Leadership development is occurring, but to the faculty and students, it appears to be
more a by-product of the combined experiences of the students rather than a process
that is being intentionally fostered. However, they may not be aware of the decisions
that went into designing the program.
In contrast to the MU campus, the ECSU program does seem to have a
structure in place that is intentionally designed to support leadership development.
One of the senior faculty members at ESCU described how leadership development
is woven into the program. She explained that in the students’ introductory course,
the faculty member is:
Very explicit about leadership skills and competencies related to effective
student affairs practice. And she has all of the first year students assess
themselves, in terms of where they are, in terms of skills and competencies,
where the growth areas might be for them. She asks that they provide that
document to their advisor. So that opens up the conversation with the advisor
about a more intentional strategy for developing leadership skills and
competencies. (21/241)

Leadership is discussed during the students’ first semester and it is understood that
leadership will be pursued, explicitly and intentionally, throughout the two-year
program.

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Students at ECSU expressed a similar belief that leadership was omnipresent
in their SAGPP. A common theme was expressed by the student who said:
And I think here, more than others, we see leadership in action every day.
We work in a fabulous division, which supports our program as CSP that sort
of- we see that practical end because we go to work every day and we see
leadership in action. And…maybe this is because I didn’t take the leadership
course. I sort of figured [out] my own leadership through my other course
work and through doing a thesis, that it’s something that’s not taught. It’s
something that you, sort of, have to develop. And I think that’s the difference
between learning and development in my mind. (23/112)

This student felt that even though she did not take the leadership elective, she still
learned a great deal about leadership because leadership is so embedded into the
program. However, not all of the students felt that leadership was explicitly covered
in the SAGPP. One student said:
I don’t think leadership is necessarily taught. I don’t think it’s something that
can be taught. I think it’s something that is done and, our faculty created a
beautiful framework for leadership to happen and for us to learn and grow
through leadership. (23/103)

This student, like the one above, seemed to feel that the faculty had intentionally
created an environment that fostered leadership development.
However, while the data demonstrates that ECSU’s program is intentionally
designed to foster leadership development, I found that leadership is heavily
embedded into the program at MU in a way that also fosters leadership development.
When asked about where the students were learning about leadership, the two most
common locations mentioned were the classroom and the SPOs. In the following
sections, I will explore these locations of learning and compare and contrast the two
case sites.

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Curricular elements and instruction.
After looking at the design of the SAGPP, I delved further into the curricular
elements specific to leadership development, including what students are learning
about leadership theory. Every faculty member, supervisor, and student I spoke with,
on both campuses, believed that leadership is an important topic for students in
SAGPPs. Both campuses address the topic of leadership development through at
least one curricular component. While MU does not have a required leadership
course, the SPO-linked course focuses on leadership during the third semester.
Leadership at ECSU is addressed in the required capstone course, taken during the
students’ final semester, which according to the syllabus, focuses on the “exploration
of leadership and organizational change of student affairs programs in post-
secondary education.” The courses examined for this study can be categorized as one
of three types: SPO-linked, capstone courses, and leadership electives. Table 4
provides more detail about each of the courses which are related to leadership.
One distinction between the two SAGPP sites was that leadership theory and
knowledge seemed to be infused throughout the courses at ECSU, but were mostly
contained to the SPO-linked and leadership courses at MU. Perhaps some of the
faculty members’ different opinions, related to where and how leadership is taught,
are due to the structural differences on the two campuses. At MU, the faculty did not
talk about leadership development outside of the SPO-linked course (or the
leadership electives). However, this course is taken every semester of the student’s

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Table 4: Curricular Design of Courses Related to Leadership

Type of Course Midwestern University East Coast State University
Required Course
Linked to Supervised
Practice Opportunity
• 3 semester sequence
• 9 credits total
• Connected to assistantship
• 5-7 sections offered
• 6-8 students per section
• Class meets monthly
• 3 hours each meeting
• Taught by FT faculty
• 3
rd
semester syllabus
focuses specifically on
leadership
• 1 semester, 3 credits
• Connected to practicum
• 1 section offered*
• 11-15 students per section
• Class meets weekly
• 3 hours each meeting
• Taught by practitioner faculty
• Focus is on “understanding
leadership and management”
* Most students take during
summer, a few take 2
nd
fall.
Required Capstone
Course
• Taken during last semester
• Meets weekly, 3 hours
• Goal is to “promote the
integration of the core
curriculum and practitioner
experiences of the master’s
degree program…and prepare
students for their transition to
professional positions”
• Taken during last semester
• Meets weekly, 3 hours
• Leadership and organizational
change are the main topics for
this course that is “designed to
integrate previous course work
and experiences to complete the
‘knowing, being, doing loop”
Leadership Electives • Two options offered
• First option: Leadership
course taught by VPSA.
Offered once every two years.
• Second option: Resource
Management course, offered
at least once a year, taught by
FT tenured faculty.
• One option offered
• Course designed for those
who wish to become leadership
educators for undergraduate
students.
• Offered annually.
• Taught by FT tenured faculty.

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two-year program. At ECSU, where the SPO-linked course occurs during the
summer between the two years and is taught by affiliate practioner faculty, the full-
time faculty had a better sense of themselves as leadership educators. This may be
because they understand that leadership conversations need to occur over the entire
program and not just during one course. However, a prevailing theme of the faculty
at ECSU was that the theory-to-practice link was ubiquitous. One faculty summed it
up by saying:
And so in the classroom, I think, I encourage them to bring their experiences
in their assistantship into the classroom, as I mentioned before. In advising
appointments, I think it’s to ask them how things are going, what are they
learning? So again, sort of posing the questions that gets them to talk about
what they’re doing in those learning contexts. (18/482)

This distinction will be discussed in greater detail in the section that analyzes faculty
member’s sense of identity as a leadership educator.
At ECSU, leadership development was mentioned in connection to several
classes that, on the surface, do not seem to be directly connected to leadership.
Courses on the introduction to student affairs, multicultural practice, counseling,
service learning, and assessment were all seen as related to leadership and the faculty
and/or students were able to talk explicitly about where they were connected.
However, beyond the specific courses, there was an overall belief at ECSU that
leadership is fully integrated into the SAGPP. One faculty member expressed pride
in the SAGPP and said:
One thing that I like about the program is that… we do have a specific
leadership course, but what I like is I think the theory and skills are integrated
throughout multiple courses so that students aren’t just saying, “Here’s the

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leadership course,” and that’s it, but they’re able to use those skills in
different courses. Because it is an elective, even if they don’t take that course
in particular, they might not get the theories that they’re learning about in that
course, but they’ll get relevant issues that enable them to sort of translate
what they’re learning through the different studies in which they
learned.(16/99)

The faculty were confident, and the students agreed, that leadership is infused
throughout the ECSU curriculum.
The faculty at ECSU were able to make connections to leadership
development and almost all of the courses they taught. The MU faculty spoke about
leadership development, in the classroom, primarily when referencing the SPO-
linked course. However, since all faculty at MU teach a section of the SPO-linked
course and the course is taught for three consecutive semesters, this apparent
difference may not be as significant as it originally appears. What is significant is
that conversations about leadership are occurring but they are not intentionally
planned. Students bring leadership concerns into the classroom because of the
frequency with which these types of issues occur in their SPOs. However, faculty are
not necessarily maximizing the conversations because they do not always understand
their role as leadership educators.
The bottom line is that on both campuses, students are having faculty-led,
classroom conversations about leadership throughout their entire program. However,
the faculty were very clear that they believe leadership isn’t learned by simply
reading a book, taking one course on the subject, or talking about it in a classroom;
they all felt that the SPO was the “main classroom” (1/76) for leadership

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development. In the next section, I will analyze the design and intentionality of the
SPO options offered on each campus and discuss the impact on leadership
development.
Design and goals of supervised practice opportunities.
Experiential learning is supported by both SAGPPs that participated in this
study. Students are practicing leadership in multiple contexts including formal
supervised practice opportunities. In addition to the SPOs, students are also serving
as leaders in graduate student organizations, participating in SAGPP committees,
teaching leadership courses to undergraduates, and conducting research on
leadership. However, when speaking about opportunities to practice leadership,
students, faculty and supervisors most often referenced the supervised practice
opportunities. Students on both campuses are expected to participate in some form of
supervised practice during the two years they are taking courses. A common
experience among the students was echoed by a first-year MU student who said
“Because I haven’t taken a course directly related to leadership, I feel like most of
my experience in learning leadership has been through the assistantships here”
(7/78). This sentiment was shared by faculty who referred to the SPOs as the “main
classroom” for leadership development (1/76) and said that they generally felt that
the supervisors were the ones most responsible for the students’ leadership
development (3/118). Supervisors all agreed that leadership development is
occurring within the SPO context.

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For the purposes of this section, I will use specific terminology to
differentiate between two different types of SPOs, such as an assistantship or
practicum. Assistantships are similar to part-time jobs. The students generally hold
the same assistantship for one or two years and work about 20 hours per week. A
practicum is a shorter placement, typically for one semester, and is usually for fewer
hours per week. Students may complete a practicum while concurrently working at
their assistantship site. While students at both sites must complete SPOs, there are
significant differences in the requirements. Table 5 summarizes the SPO
requirements at each campus.
A practicum in counseling is also required for the ECSU students. Prior to the
practicum, students must complete two counseling classes which each have a lab
section. As a result, the counseling practicum is taken during the second year of the
program. Students typically see one to three clients per week, meet as a class for a
weekly two-hour seminar, and have a weekly supervision meeting with the seminar
instructor. While this may seem unconnected to leadership development, the faculty,
supervisors, and students were able to clearly articulate the ways in which this
experience develops leadership abilities. A second-year student at ECSU felt that the
counseling class had taught her skills related to empathy, listening without judgment,
and other skills that put her “in a better position when faced with controversy or
anything, as a leader and as a teammate” (23/475, 23/486).

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Table 5: Supervised Practice Opportunity Requirements

Type Midwestern University East Coast State University
Assistantship • Required for both years of
the program.
• 52 of 78 students held
assistantships on the MU
campus.
• Remaining 26 worked at one
of 13 cooperating colleges in
the area.
• 9 units earned through SPO-
linked courses taken
concurrently with
assistantship.
• Not required.
• All 14 students had assistantships
on the ECSU campus.
• No credits awarded for
assistantship.
• No course connected to
assistantship.
Practicum • Not required.
• Up to six credits can be
earned.
• 30 hours of work per credit
unit.
• Almost all students do at
least one practicum. Many do
more than one.
• Required during summer after first
year.
• Three credits earned for linked
course.
• Very few students do practicum on
ECSU campus.
• Students are expected to work the
equivalent of one full day per
week which equals roughly 165
hours over the 15-week semester.

It is hard to imagine a SAGPP that doesn’t require significant hands-on
experience. A student at MU stated, “Experiential learning is really big (here), and
that’s one of the reasons I was so attracted to this program, because of the
experiential piece, the assistantship piece, which is such a large part of it” (7/91).
Supervisors on both campuses (and the cooperating colleges at MU) said they sat
down with students to discuss learning outcomes and try to identify what exactly the
student wanted to get out of the experience. A supervisor at ECSU also said she

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attempts to give the students “complementary experiences to the knowledge that
they’re gaining in the classroom” (26/127). A faculty member at ECSU summed up
her goals for the supervised practice opportunities by saying “We really have to ask
ourselves, ‘what are they learning [in the SPO sites], and what are the educational
values?’ It’s not employment; it’s supposed to be part of your education” (17/571).
However, she was not convinced that these goals were being realized in the SPO
settings.
While it was clear that experiential learning was an important component of
both participating SAGPPs, it was less clear what the specific goals and objectives
were for those experiences. Additionally, it was difficult to parse out whether or not
leadership development was an explicit learning outcome of the SPO. One faculty
member from ECSU summed it up when he said that the students were expected to
find a summer practicum that included a “significant experience with their
supervisor” which provides time to discuss what the student is seeing and doing
(20/411). He clarified that the expectation [from the faculty is] that there should be
“a significant component of integrating not only what’s in the classroom, but what
you’re doing in the field, as an element of the graduate assistantship. To what degree
is the question?” (20/411). This faculty member, like the one in the preceding
paragraph, was implying that the SPOs were treated (by the supervisors) more as
employment than as educational opportunities.

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There was one supervisor at MU, who graduated from the MU SAGPP seven
years ago, who was very clear about his objectives for the students completing an
SPO in his area. He said that:
Each graduate assistant will be able to specifically point to how they have
achieved all 13 of those competencies [that are part of the SAGPP learning
outcomes] through this assistantship – which makes it easy when they do
their portfolio in the [final] spring semester. And, I think, through each of
those competencies, they have an opportunity to tie what they are learning in
the classroom with that experience there – including, from a leadership
development theory perspective. (14/234)

It is possible that his experience as a student has given him greater insight into the
needs of a SAGPP at MU. He had an unusually strong understanding of how to
connect leadership theory and practice in the SPO setting.
One of the aspects of the SPOs on both campuses that proved to be
particularly useful in terms of fostering leadership development was that students
completed SPOs on a variety of campuses. At MU, about one-third of the students
held assistantships at one of thirteen colleges or universities within driving distance
of the MU campus. While all the students at ECSU did their academic-year
assistantships on the ECSU campus, almost all of them spent their summer practicum
at a different institution. One of the faculty members felt this was beneficial because:
I think their ability to work at a different institution helps them translate what
they’re learning [at ECSU] to that other context. Beyond those courses, I
think they actually get an experience where they’re expected to lead this
campus and learn about another institution, and put into practice what they’re
learning about. (16/73)

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A student confirmed that:
Being at a different campus was very helpful to see – at ECSU, people are
like, ‘well, maybe’ [when you ask about something]. They don’t – I haven’t
heard the word flat out no. And it was just good to see that sort of
dichotomy, that difference of [how things are handled]. (23/946)

The SPOs are a perfect opportunity for making theory-to-practice connections about
leadership. However, on both campuses, the SPOs are not being utilized to their
fullest potential. Many opportunities are missed to help students bridge the theory-to-
practice gap.
Leadership is a goal, whether explicit or implicit, of both SAGPPs. The
students on both campuses felt that leadership development requires a combination
of learning methods. They believed it was not enough to simply learn about
leadership in a classroom or be expected to practice it during their assistantships.
Leadership development in SAGPPs is more complex and cannot be accomplished
within a single location of learning. The degree to which the programs have been
intentionally designed to enhance leadership development could be greatly improved
by a few changes that will be addressed in chapter V. The data on SAGPP program
design, curricular elements, and the structure of the SPOs serve as a contextual
background for the remaining sections.
Role of Faculty
The classroom environment is one of the main arenas for leadership
development within an SAGPP. Likewise, faculty play a critical role in the
leadership development of their students. In this section, the role of faculty will be

105
explored by looking at 1) faculty identity as leadership educators, 2) faculty as role
models, 3) the nature of leadership learning opportunities in the classroom, 4) the
role of faculty feedback, and 5) competing priorities that potentially impede
leadership development.
Identity as a leadership educator.
One of the most interesting themes that emerged from the data demonstrated
that the faculty at the two sites have different views of their roles as leadership
educators. I interviewed a total of eleven faculty members who included eight full-
time tenured or tenure-track faculty, as well as three affiliate or adjunct faculty who
are also full-time student affairs practitioners. Compared to the faculty at ECSU, the
faculty at MU don't necessarily see themselves as "teachers of leadership." Even
though not all the faculty self-identified as leadership educators, all 11 of the faculty
I spoke with gave concrete examples of how they incorporate aspects of leadership
knowledge, skill-building, feedback and/or reflection into their classes. In this
section, I will compare and contrast the self-perceived role of the faculty at MU and
ECSU.
Faculty at MU were much less likely to see themselves as leadership
educators than their peers at ECSU. In fact, one of the faculty members at MU, with
whom I had an informal conversation in the lobby area of the SAGPP office, told me
that she had declined the request to meet with me because she “doesn’t teach
leadership” (field notes). Of the five faculty members I did interview at MU, one
teaches the elective on leadership, one teaches a course that has a very heavy

106
leadership focus, and one was serving in the role of program director. The other two
faculty members teach a course connected to the students’ SPO, but they did not
initially talk about themselves as “teachers of leadership.” One faculty member from
M.U. said:
When you first approached our program and got your email and so on, I
thought, “Why do you wanna come here because we don’t do leadership?”
Your almost insistence that we do leadership sounds – it’s not language that
we use around here. We hardly ever have a section on leadership. (4/522)

Another faculty member at the same institution said “My first reaction [when I heard
you were coming to campus] was, ‘We teach leadership?’ Because it’s not there –
it’s not one of the first things I think about when I think about our program” (1/368).
However, during the interview, these faculty, as well as the other faculty at MU,
provided numerous examples of how they do teach leadership in their courses.
Despite what seems like a belief that leadership is not taught at MU, the
faculty do believe that leadership development occurs in the SAGPP. One of the
faculty who initially questioned my interest in the MU SAGPP summed up the
students’ leadership education by saying:
[When] you look around our curriculum, we don’t have a course called
‘Leadership.’ So you could errantly walk away and say ‘They don’t do
leadership there’ and I would say ‘Well, we don’t do critical thinking either
because we don’t have a course in critical thinking.’ But, I think an
absolutely essential part of our curriculum is critical thinking. So I think the
same way of leadership. What we do is prepare people with the capacities
and tools to go out and function in leadership roles. (4/129)

Broadly, the faculty at MU were confident that leadership development was
occurring during the two-year program and were able to talk about how they

107
facilitated conversations about leadership during the course connected to the SPO.
What was missing from my conversations with the faculty at MU, that was present at
ECSU, was their ability to connect leadership development to the other courses they
taught.
Unlike their colleagues at MU, the faculty at ECSU were able to clearly
articulate how they teach leadership in the classroom even in courses on assessment,
student development, and diversity. One faculty member, who does not teach a
leadership course, said “I don’t teach leadership theory, but I think whether it’s
feminist theory or critical race theory, they are learning how to use these particular
theories to address relevant leadership challenges that exist in society” (16/93). He
felt the topics were connected because “the better you know people, the better that
relational process [of leadership] can be facilitated” and also because “if you don’t
know something is a problem, you can’t fix it or work towards change” (16/114).
The faculty at ECSU definitely saw themselves as leadership educators and were
able to see how the opportunity for leadership development was present in many
different courses.
Even though the faculty at the two campuses displayed a difference in their
self-perceptions of their role as leadership educators, there was a great deal of
implicit teaching and learning, around leadership, which was occurring in the
classroom at both sites. As one faculty member at MU said “As I work with students,
I don’t realize that connection [to leadership], and so I’m not making it for them
either and so they’re not making it. They’re doing it [leadership development],

108
they’re learning it, but they don’t know they are learning it” (1/613). While this
faculty member may think the students don’t know they are learning about
leadership in her classes, they do. The students I spoke with greatly value the
faculty-led discussions that occur in the classroom and they clearly articulated how
those conversations helped them develop a better understanding of leadership.
Role modeling.
Another theme that emerged was the idea of faculty as role models. Students
and faculty at ECSU also talked about how faculty serve as leadership role models.
One faculty member at ECSU said that one of the implicit ways that students learn
about leadership is by watching faculty. She commented “students are very
observant of faculty behavior, I’ve noticed. And so I also think that I can convey
messages in the way that I sort of move through the world as a faculty member”
(18/490). Another faculty member said that she, herself, learns about leadership by
watching others attempt to lead organizations. She believes that:
A piece of this [learning about leadership] is very observational, and
observational not in this distant kind of way, but being a – understanding the
stories of the people around you; watching. Like, the students in my class
just had to do this cultural analysis of classroom climate. And so here they
are, looking at a faculty member who’s a leader in an environment, and trying
to analyze how that person enhances or detracts from a culture of equity and
inclusion. (17/143)

A first year student at ECSU confirmed that she does look at how faculty members
lead and commented that one particular faculty member had “modeled good
leadership in our first course, but wasn’t always referencing leadership or really

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throwing that into everyday of class” (23/130). Faculty at ECSU see themselves, and
are seen by students, as leadership role models.
This idea of faculty as role models was not discussed by anyone I interviewed
at MU. This omission does not necessarily mean faculty do not serve as leadership
role models. However, it could imply that the faculty and students are not conscious
of the role modeling that occurs. This lack of data supports a broad finding that
leadership development was less of an explicit goal or learning outcome at MU than
at ECSU.
The faculty are responsible for crafting their course and classroom
environments. How they choose to structure their courses directly impact the
students’ ability to work on their leadership development. Even those faculty who
see themselves as leadership educators, shared a perspective that views the SPO is
the “main classroom” for leadership development. In the next sections, I will explore
the nature of learning opportunities available and how they are related to leadership
development. I will also look at leadership-related feedback that students receive
from faculty.
Nature of learning opportunities.
Theory to practice learning is an overarching goal of both SAGPPs. Theory
to practice learning related to leadership development was significantly less explicit
and often not intentionally fostered. However, the classroom environment at both
sites provided students with opportunities to learn leadership theory and practice
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Both the MU and ECSU program report that theory-to-practice connections
are an intentional goal for their program. Several faculty commented that in almost
every class session, regardless of the course topic, the question of “Now how does
this apply to what is going on in your internship?” is raised (5/369). Faculty on both
campuses believe that their students understand that both knowledge of leadership as
well as the ability to lead are needed to be effective in the field of student affairs. An
intentional effort is made to connect class projects with what is going on in the
assistantships by utilizing case studies and projects. One faculty member says that
“he does his part” by making sure there are both theoretical as well as practical
questions on his exams. He alternates giving students an exam problem that needs to
be solved using a theory, with a particular theory that the students needs to explain
how they would implemented in practice (4/385). Faculty on both campuses
understood that theoretical knowledge and practical skills are both important for the
students.
Theoretical knowledge.
In the classroom, students are exposed to theoretical information as well as
given the opportunity to practice their leadership skills. There were differences,
between the two sites, in how much leadership theory the students were learning in
the classroom. The students at ECSU seemed more knowledgeable about specific
leadership theories and more comfortable discussing them than the students at MU.
A first-year student at MU, who was not planning to take the leadership elective said
“If you’re not intentional about doing it, it’s very easy to get through the entire

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program without ever taking a course that will specifically talk about leadership
theory or leadership development” (7/473). This student had not yet taken the section
of the SPO-linked course that focuses specifically on leadership, but his statement
reflects his impression, after the first full year of the program, that there is not a
course on leadership.
Only three of the nine students at MU said that they had been taught a
specific leadership theory or model. One of the first year students was planning on
taking the leadership elective during the next semester and was excited about the
opportunity to learn about leadership theories. Another student mentioned that she
had taken several leadership inventories as part of the third section of the
assistantship course. Even though most of the students had not been taught any
particular leadership theories or models, the students reported feeling confident in
their abilities to serve as leaders when they find themselves in their first post-masters
professional position.
In contrast, all of the participating ECSU students were able to name
leadership theories or models they had learned in the program. Specifically, they
named Bolman and Deal, (2008); Kouzes and Posner, (2002); the Social Change
model (Komives & Wagner, 2009); the Leadership Identity Development model
(Komives, Longerbeam, Owen, Mainella, and Osteen, 2006); and servant leadership
(Greenleaf, 2002). Throughout my discussion with the ECSU students, they were
comfortable using the term leadership and were able to discuss their own leadership
beliefs or style. These students reported that they were exposed to leadership

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knowledge in multiple areas, beginning with their first introductory course,
continuing through their practicum class, and culminating with their capstone course.
Students on both campuses did seem to find value in taking leadership
inventories and learning theoretical knowledge, particularly in terms of helping them
label or define their personal leadership identity. One student commented,
“Something I’ve learned from the leadership [theories] that I’ve gotten out of it is
understanding my own [leadership] and seeing how I’ve changed…and
understanding about myself and the way I saw my own leadership style” (23/460).
While all of the students at ECSU reported learning about leadership theories and
models in their coursework, only one third of the students at MU had been exposed
to this type of knowledge in the classroom. However, students at both campuses
expressed a desire for additional exposure to leadership theory and more time in their
SAGPP devoted to leadership development. The students at MU who had been
unable to take the leadership elective, almost all said they would have taken the
course if it had been offered. One student who was planning on taking the course
said:
There’s a course that I’m taking next semester, but it’s specifically about
leadership theory and things like that…so I’m excited to take that class
because I don’t have any leadership theory. I’ve gone to leadership
conferences, as an under-grad, and I’ve been exposed to opportunities to be
in a leadership position, and to work with students, but for me, it’ll be
interesting to put – I like theory, so putting that theory in, and actually
connecting, and seeing where students are, and that sort of thing. (7/99-104)

As one faculty member at MU stated “Good theories help you organize what you
already know” (4/197). The students have leadership experience and are serving as

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leaders on their campus. It seems that they are all interested in learning leadership
theories to help them make sense of their own experiences.
Even at ECSU where students talked about leadership “being in the water” on
their campus, one student reported that she would like to be exposed to more variety
of leadership theories. She said, of the theories she had been exposed to:
I mean, I personally align with those theories and understand them well and –
or the models, sorry – and understand them and use them in my daily work I
would say. But I sometimes, if I’m playing devil’s advocate, I wonder if
those aren’t more prominent just because of the ties that we have to them at
this institution, and if there was something else out there that somehow I’m
missing that is really where the field is headed for some reason, or I don’t
know, if there’s something I’m missing.” (23/258)

The student who made this comment is also the one student who chose to enroll in
the course on student leadership development. She is clearly invested in learning
about leadership.
Skill-building.
Another way that students learn about leadership in the classroom is through
skill-building. Skill-building refers to opportunities to practice leadership skills that
offer a challenge or problem to be solved. When I inquired about where students had
the opportunity to practice leadership skills and competencies, every person I spoke
with mentioned the supervised practice opportunities. However, students and faculty
on both campuses also spoke about skill-building that occurred in the classroom or
during class assignments. Examples most frequently mentioned included: case
studies, use of group work, and assignments requiring students to practice a
particular leadership skill. Specific skills that students were able to practice in the

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classroom included: developing expectations, communication with supervisors and
colleagues, performance appraisals, and working with a team.
A student at MU said she was able to practice applying leadership theory in
one of her courses by “kind of role-playing type things to be able to take the theories
that we were learning at that time, and try to apply them to different scenarios that
we were given, so also applying it from that respect” (8/174). An example of a
typical case study was offered by an ECSU faculty member:
So if you were in the Director of Multicultural Involvement, if you were that
director, how would you respond to this [situation]? How would you think
about this? How would you answer to the Vice-President, who has to answer
to the President?” And [I] try to complicate their perception of what the issue
is, and how to respond to the issue, which, again, I think is an example of
leadership. (18/161)

These activities clearly allow students to solve problems or challenges while
practicing their leadership skills.
At ECSU, two students mentioned the leadership skill-building that took
place in the required counseling class (which does have a practicum connected to it).
One student felt there was a connection between counseling skills and leadership
skills because:
The counseling and the skills that you learn and just interacting with other
people ultimately put you in a better position when you are faced with
controversy or anything; as a leader, as a teammate or anything. As a team
member, a community member. And so you sort of have those skills that
you’ve developed over time that weren’t necessarily leadership, they were
counseling but it’s so blurry. (23/486)

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This is an interesting idea given the “relational” nature of my definition of
leadership. Learning about people and how to handle “controversy” is certainly
relevant to leadership.
At both campuses, group projects were seen as leadership skill-building
because “communicating with peers and effectively communicating to get a task
accomplished; that happens through those other learning activities throughout the
curriculum” (1/163). Another faculty member said she tells her students:
So you will be working with a group [on this project]. And you will have to
struggle with different personalities, different working styles, different skill
sets, and all that. This is just a practice run for the – and in fact, you are more
homogenous in terms of where you are skill wise and knowledge wise than
what you’re committee will be like where you’re working. (19/397)

These are important skills for a leader who desire to operate under a relational
leadership model.
It did not appear that these types of assignments were intentionally designed
to provide students with the chance to practice their leadership skills. Rather, these
techniques were viewed as good teaching practices that serendipitously provided
opportunities for leadership development. One faculty member did comment that
having students work together on group projects modeled the reality of the student
affairs workplace where many accomplishments are achieved by a group of people
working together. For the most part, all three categories of participants felt that the
majority of skill-building took place in the SPO sites.
Assignments do provide students the opportunities to practice leadership
skills, but some important learning lessons are missed because feedback is given on

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the assignments but not on the process of how the assignment was completed. The
following section will explore the role of feedback, from faculty, on leadership
development.
Role of feedback.
Feedback, the assessment of leadership skills, is an important part of the
courses described earlier in this chapter. However, students report different levels of
satisfaction with the amount of feedback they receive from their faculty members.
There were five sections of the SPO-linked course during the semester I visited MU
and it appears that students’ experiences varied depending upon who taught their
section/course. Some students reported that their faculty member gave them
feedback on all of their written reflections; others reported that they did not always
get written feedback but that they were encouraged to make appointments with their
faculty member if they wanted feedback on a particular reflection or situation.
Faculty corroborated these statements by acknowledging that they did not give
feedback on every written reflection submitted by students.
However, students found the feedback, whether it was written or verbal, to be
beneficial to their development as a leader. A second year student at MU said:
I think definitely in our [SPO-linked] course, which you take for three
semesters, and you do monthly reflections, and your advisor reads that,
maybe comments or really, for me, it’s been going and talking with my
advisor about something. And getting that feedback on okay, this happened,
this is how I handled it, and then okay, now, tell me how I did. And getting
that feedback and trying it again, because I definitely saw myself grow just
through that first – just from the fall to spring semester as a hall director, and
how I approached different things. (8/254)

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It is important to note that this student referred to his faculty member as his
“advisor.” At MU, the faculty member assigned as a student’s advisor is also the
person who teaches that student’s section of the SPO-linked course. The student-
advisor relationship will be discussed in greater detail during the section on
significant relationships.
On both campuses, most feedback from a faculty member on a students’ LS
knowledge or skills is based on the students’ self-assessment or the assessment of
their supervisor. None of the faculty spoke about giving feedback to a student about
the role s/he played in the cohort or in a group project. A typical scenario where a
faculty member would provide feedback is through written reflections submitted
about a problem in the SPO. A faculty member at MU explained:
I respond to their monthly reflections that they turn in and so oftentimes,
students will complain about something in the context of that reflection, “We
don’t do this right. This doesn’t make any sense. I don’t understand that.”
When I respond back to them, I ask them, “What can you do about this?
What are some ways that you can solve this problem? Have you considered
XYZ as a tactic?” And some students take those suggestions and move
forward them and others say, “I don’t know how to do that/” (1/173)

Interestingly, feedback is not provided on behavior demonstrated in the classroom,
but is provided on experiences (occurring in the SPOs) not witnessed by the faculty.
It is rare that a faculty member would offer feedback on a situation that s/he directly
observed. A sample of the type of feedback a student might get from a faculty
member was described by an MU student as:
“This is what I think about what you’ve reflected on. These are some
suggestions on ways you can improve and grow. These are some questions
to make you think some more about what’s been going on that maybe you

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haven’t gone that direction in your thoughts or in your development yet, so
I’m gonna encourage you to go that way.” So a lot of encouragement from
the faculty to develop those – just all those thoughts in the classroom talking
about our assistantships, and practicums that we’re taking…and to reflect on
how we’ve developed, and what we can continue to do to develop those
competencies. (7/279)

Feedback from the faculty most often encourages reflection as opposed to
commenting about specific leadership skills or competencies. The importance of
reflection will be addressed later in this chapter.
Feedback in the classroom also comes through open discussion. The SPO-
linked classes at both campuses seemed to be heavily discussion based. A faculty
member at MU said that they spent a lot of time:
Talking about, “What’s going on in your assistantship? How are things
going? What are you struggling with? Are there things that other people can
help you with who are resources here today?” And while we might not say,
“Gee, that’s leadership,” there’s certainly those types of skills that they’re
[learning]. (5/323)

The students, overwhelmingly, found these discussions to be very valuable. These
opportunities for feedback gave them helpful information that led to personal
reflection on their leadership knowledge and skills.
Some faculty were reported to be better at giving feedback than others. This
result was true on both campuses. This can be partially attributed to a personal
preference for verbal rather than written feedback. Some students preferred written
feedback but were working with a faculty member who favored oral feedback; or
vice versa. Given that almost all of the faculty-given feedback is based on situations
that the faculty member did not directly witness, it was unclear if the feedback would

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match what the SPO supervisors would give. However, students overwhelmingly
agreed that faculty feedback is a critical part of their leadership development because
it provided them with the fodder for another highly valued mechanism for leadership
development, reflection. The role of reflection will be discussed in the final section
of this chapter.
Competing priorities.
While every faculty member expressed the belief that leadership development
is an important learning outcome for their SAGPP students, many spoke of the ways
in which competing priorities proved to be an obstacle that prevented leadership
from being addressed in the classroom and/or by the faculty. These competing
priorities were mentioned in regards to the formal curriculum of the SAGPP and in
terms of what happens in the day-to-day faculty-student interactions.
Several faculty at MU commented that it would be nice to have leadership
development as a required course, but the challenge is that a current required course
would need to be removed in order to make room for a leadership course. The
courses a SAGPP selects as requirements and those it offers as electives are,
hopefully, connected to the program’s stated values. ECSU clearly lists leadership as
one of the core values and also requires students to enroll in a capstone course, taken
during their final semester, which focuses on leadership development. Leadership is
not mentioned in the MU mission, values, or student learning outcomes and the
leadership course is an elective. However, at MU leadership is the main focus of the
third, and final, section of the assistantship-linked course. What is actually discussed

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during those four class meetings is greatly influenced by the second obstacle, the
impact of the day-to-day.
At MU, several of the faculty mentioned that “what walks in the door” is
what gets discussed in the assistantship-linked course. Sometimes the presenting
topics are about leadership and sometimes they are not. An issue or problem that a
student is experiencing can easily derail the day’s agenda/topic. A faculty member at
MU pointed out that “these conversations that happen [in the SPO-linked course] are
very organic…but, I try to stick to the topics [on the syllabus]” (1/404). Since this
course only meets four times during the semester, there is not much time to go back
and revisit the missed content from the lesson plan.
However, while the core values of the program drive the curriculum, whether
or not the faculty members view themselves as leadership educators also drives the
degree to which leadership is discussed in the classroom. As one faculty member at
MU observed, she regularly has conversations with students about leadership-related
issues but because “she doesn’t make the connection” herself, the students probably
aren’t making the connection either (1/613). There seemed to be many missed
opportunities for talking about leadership. At ECSU, the faculty were able to weave
leadership into many courses that appear, on the surface, to be unrelated to
leadership such as assessment, multicultural practice and a course on race, ethnicity,
class and gender. Faculty members who are intentionally committed to teaching
leadership seem to be able to avoid allowing the day-to-day to get in the way of
leadership development. In fact, they regularly use current events to frame leadership

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discussions and they are skilled at turning even seemingly unrelated content into a
lesson on leadership.
The classroom is a very important venue for learning about leadership.
Faculty hold dual responsibilities as both leadership educators and leadership role
models. At ECSU, these roles were more explicitly stated than at MU. However, the
importance and students’ perceived value of those roles were similar on both
campuses. While not all students were exposed to leadership theories or models in
the classroom, almost all students I spoke with expressed feeling confident that their
SAGPP had prepared them to be effective leaders.
Role of Supervisors
Both MU and ECSU require students to participate in supervised practice
opportunities. I interviewed ten supervisors, six at MU and four at ECSU. Of the ten,
six directly supervised graduate students and four served as the supervisors of the
staff members who directly supervised the graduate students. Additionally, two of
the ECSU faculty served as indirect supervisors. These two staff members were
upper-level administrators who were also adjunct faculty.
The data on the role of supervisors fell into similar categories as the role of
faculty. In this section I will discuss supervisors’ identity as leadership educators,
the nature of the work assignments in SPOs, supervisors as role models, feedback,
and the ways competing priorities can get in the way of leadership development.
While there are many similarities, there are also several significant differences

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between the role of faculty and supervisors. The data clearly demonstrates that
supervisors play a significant role in the leadership development of their students.
Identity as a leadership educator.
Every supervisor I interviewed started our conversation by stressing the
importance of leadership skills for professionals in student affairs. They believed that
leadership was a priority learning outcome for their students. One supervisor at
ECSU shared her opinion that:
I am being really intentional about [focusing on leadership development]
because I really feel like that’s my responsibility. I don’t feel like they’re
here just to work for us to get the job done and be gone. Part of my
philosophy is educating good leaders for our future. Somebody who would be
able to take over for anyone of us. And I enjoy that. (24/156)

While the faculty at ECSU had a stronger identity as a leadership educator than did
the faculty at MU, supervisors on both campuses saw themselves as leadership
educators. Much the way that the faculty made a point of asking students in their
classes to talk about what was occurring in their assistantships, the supervisors
believed it was important to ask their students what they were talking about in the
classroom. At MU, a woman who supervises multiple graduate students said that she
asks them about their coursework and tries to help them find ways they can apply
that knowledge in the workplace (10/393). A supervisor at ECSU felt that she had a
responsibility to help students connect their classroom learning with their
assistantship work. She said that she strives to find ways for students to connect their
job responsibilities to their class assignments and vice versa (24/345).

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It was clear that the supervisors understood that they were not only job
supervisors, but educators. They knew that they were a critical component of the
CSP program. One of the supervisors at ECSU summed up a belief shared by many
of the supervisors on both campuses when she talked about:
Using every opportunity as a learning opportunity… tying it into the
classroom. I don't think one could work without the other. So really, it’s that
kind of symbiotic relationship that we have; that we have a strong sense of
what’s happening in the classroom. And never forgetting that we’re
practitioners, but we’re also theorists who learn that we have to work
together. So there’s meaningful purpose behind what we do. It has to be
intentional, and we really need both. So I think we learn it really on the job,
but it’s only because of what we’ve learned in the classroom, so both places.
(24/413)

It is interesting that the faculty made comments questioning whether or not the
leadership goals were being addressed in the SPOs. Faculty were unsure if leadership
is a goal, but supervisors unanimously agreed that leadership is an important learning
outcome in the SPO setting. This difference could be related to a lack of connection
between the faculty and supervisors.
In general, the supervisors on the ECSU campus felt more connected to the
CSP faculty. That could be due to the smaller cohort size, to the fact that all of the
CSP students held assistantships on the ECSU campus, and/or because of the larger
number of adjunct faculty who were student affairs administrators. Additionally, I
only spoke with three direct supervisors on the ECSU campus which makes it very
difficult to know if the supervisors of all thirty students would share the same
opinion.

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From the students’ perspective, many, but not all, supervisors at both
campuses are connected to the faculty, the CSP program, or the coursework. Several
students felt that their supervisors did a good job of asking about what they were
learning in their classes and how they could apply that knowledge in the SPO.
However, a few students on both campuses expressed frustration with supervisors
who were not in sync with the CSP program. One student said “[I] just wish some
graduate assistant supervisors could take these courses with us… It would probably
help. I really do wish there was more collaboration because it does feel sometimes
like there’s two different worlds that we live in” (23/1215). This disconnect was
reported by one student as “a division. And I think that’s the other thing that’s killed
me. That it’s been a divide between what I’m learning in class and what I’m seeing
in the office (23/1101). Supervisors and students reported higher satisfaction with
student learning when the supervisors had strong connections with the faculty and
the SAGPP.
Role modeling.
In addition to straightforward knowledge acquisition or skill development,
role modeling was an important aspect of the students’ leadership education.
Students reported learning a lot simply by watching their supervisors. A supervisor at
ECSU said:
There are a lot of people around here for them to see as mentors and role
models. And so I think they see a lot of different ways of leading through the
people that they get to interact with in our department. So they leave here, I
think, better able to know who they want to be as a leader because they’ve

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been able to see how all these different styles can work and work very
successfully together. (26/298)

One student even spoke about the benefit of working for a supervisor that was not
perceived to be a good leader. “Because of those negative experiences, I’ve grown a
lot. I know I’m going to be a good supervisor because I not only know what to do,
but what not to do. And that has helped me” (23/765). Supervisors understood that
students were observing them as leaders-in-action and were comfortable in this role.
A faculty member at ECSU, who is also an administrator, felt that one of the
ways leadership is learned is through observation. She said “I know, when I feel
inspired, I see it. I watch people as they attempt to lead organizations and I learn. So
I never forget that idea that theory, practice, stories, and observation are real critical
pieces [of learning leadership]” (17/152). It was interesting that faculty members saw
themselves and the supervisors as leadership role models, but very few of the
supervisors made any mention of faculty serving as role models. This may be related
to the general lack of connection between the faculty and supervisors.
Nature of learning opportunities.
Students learn a great deal about leadership through the SPOs and from their
supervisors. Some of what is learned is theoretical or described as “professional
development,” but most of the learning comes through skill-building opportunities.
However, most of the leadership development that occurred was not because
leadership was a stated goal, but rather came about as a result of doing the work
required for their positions.

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Theoretical knowledge.
Not much is offered, in terms of leadership theories or models, by the SPO
supervisors. In the first student focus group at MU, only one of the six students said
that a supervisor shared a favorite leadership model, theory, or book with him. The
student who had been exposed to theories and models of leadership during his SPO
was doing part of his assistantship in leadership development. Part of his job
responsibilities included co-teaching a leadership course for undergraduate students.
The one model he specifically mentioned was from the book The Starbucks
Experience (Michelli, 2006; 7/116). Of the students in the second focus group at
MU, one was doing a practicum with the President’s Leadership Academy. She said
that the “entire curriculum for the sophomore cohort is based off” the model by
Kouzes and Posner (2002) and thus, she had been exposed to this model at her SPO
site. (8/66) Another student mentioned two books that he had read as part of
professional development activities organized by the department where he held his
SPO (8/72). Only one student at ECSU mentioned a specific theory that s/he had
been exposed to through his or her SPO site (23/226).
Not surprisingly, based on the students’ reports, most supervisors do not have
a particular LS theory or model that they try to practice or teach to their SAGPP
students. Two supervisors each mentioned a specific theory or leadership book that
they had discussed with a student, several mentioned that leadership is a topic they
cover during fall training or organization, and others reported that they do not teach
or discuss any leadership theories or models. However, faculty, students, and

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supervisors mostly agreed with the statement made by one of the supervisors at
ECSU who said “You know if they learn a leadership model or a model, usually you
can come back here and go, “Oh, right. I see that” (25/593). While leadership models
were not being introduced in the SPO settings, they were a great place for students to
observe leadership through the lens of theories and models learned in the classroom.
Some supervisors offer professional development for their staff and these
topics are frequently related to leadership. All MU graduate students employed in the
student affairs division were required to participate in a monthly professional
development workshop. Topics addressed included communication, 360-degree
leadership, and how to manage your supervisor (15/407). Several students and
supervisors spoke about professional development offered by a specific office or
department. These included discussing books, articles, or current events, bringing in
guest speakers, or specific training sessions on topics like supervision (8/72, 11/215,
24/140). Professional development was not seen as a major method of leadership
development, but was viewed as a helpful supplement to what was being learned in
the classroom and through the SPO.
Skill-building.
The data clearly demonstrates that a great deal of skill-building occurs in the
SPOs. It is frequently mentioned as one of the primary goals for SPOs. However,
leadership is not often mentioned as a specific goal. The SPOs are generally viewed
as a place to learn job specific knowledge and skills. The leadership development
occurs during the process of completing the job requirements. This growth occurs

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because the students are often treated as professionals and given work that is both
challenging and meaningful.
Something I heard often was echoed by a supervisor at MU who said “We
essentially treat them as part-time professionals. Not the first semester, but
particularly by the second year because we want them to gain the experiences so they
can be successful when they leave here” (11/324). Another supervisor said “We try
to be very intentional in making sure that the experiences that they have will
ultimately benefit them two years from now when they leave here, and that it’s not
just about them being here to assist us, but this is really about helping them develop
into being practitioners at some point in their career” (12/348). There was a clear
understanding that the SPOs are an important location of learning for leadership
development in SAGPPs.
Most students felt that their supervisors provided them with valuable
leadership development opportunities. One MU student said:
I’ve been given a lot of freedom to do exactly what I want with [my]
position, and make the changes I wanna make, and develop the program the
way I want to. I think just that experience has been very hands-on
[leadership] learning. (7/434)

Another student spoke about a major change that had been suggested for the
structure of his position and other graduate student positions. He described a process
where he and his colleagues drafted a proposal and successfully presented it to his
supervisors. “It was overwhelming to me [that the proposal was accepted] and
because it was so good in their eyes that it was implemented. It just spoke volumes

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about the respect that they have for us” (8/485). These students were engaged in
leadership that was relational, involved influence, and produced meaningful change.
Leadership development was not the goal, but their work (and support of their
supervisors) created the space for leadership development to occur.
Role of feedback.
Feedback is a critical piece to the students’ leadership development. Similar
to the students’ comments about the feedback they received from faculty members,
students reported varying levels of satisfaction with the feedback they received from
their supervisors. For the most part, students found the feedback to be very useful.
They reported that it helped them identify areas for growth and also how they were
growing as leaders (7/185, 7/201). The students who were dissatisfied with the
feedback they received from their supervisors were also dissatisfied with the overall
quality of supervision they were receiving (2/253).
Feedback was generally given during one-on-one supervisory meetings and
during formal evaluations. All supervisors conducted an annual evaluation that took
place at the end of the year and most of them conducted an evaluation at the end of
each semester. Additionally, some supervisors also did an evaluation of their
students during the middle of the fall semester.
The supervisors at MU used a form provided for them by the SAGPP but the
supervisors at ECSU typically used a form created by the university’s human
resources department. At MU, the evaluations created by the SAGPP cover all of the
competencies that the students are expected to achieve during their two years, one of

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which is management/administration and leadership. The evaluations done at ECSU
do not specifically address leadership as a competency, but they do cover areas such
as communication and team work.
The most useful feedback seemed to come through regular, on-going
conversations. Students and supervisors spoke of developing strong relationships that
allowed for honest feedback on all areas of performance. The feedback provided by
the supervisor could be viewed as highly valuable because it is the most direct
feedback received by a student. The supervisor directly witnesses the student acting
in a leadership role and can provide timely feedback on that performance.
Competing priorities.
While all the supervisors interviewed stated that leadership was an important
and intentional outcome of the students’ SPO experiences, by the end of the
interview it seemed that the day-to-day job responsibilities typically get in the way
and don’t leave much time for the supervisors to talk with the students about
leadership. They expressed a need to focus on whether things got done rather than
how they got done (or were not completed). The faculty seem to understand the
challenges faced by the supervisors. A faculty member at MU said:
I think it’s naïve for us to suggest that we have these lists of competencies,
and every supervisor will look over these lists of competencies continuously.
No. The supervisors-it’s kind of like when you’re up to your ass in alligators,
you forget about cleaning the swamp. I mean, the supervisors are trying to get
a job done, and they’re using those interns as pragmatically as possible to get
that job done. (2/253)

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While some supervisors described a commitment to making sure the day-to-day
realities of the job did not interfere with their ability to mentor students in the bigger-
picture aspects of leadership development, most expressed at least some level of
frustration at not being able to find the time to have these types of conversations on a
regular basis. Many made comments about being torn in so many different directions
and not being able to give the students as much supervision as they desired (13/194,
10/329, 20/176).
Students at MU felt that their conversations with their supervisors were
focused on the position responsibilities 90 percent of the time and on the big picture
for the remaining10 percent of the time (8/382). However, the students at MU
seemed fairly satisfied with this ratio because they felt the faculty in their SPO-
linked course successfully filled the gaps. Because they work with this same faculty
member for most of their program, it is easy to see how that faculty member could
“serve as that person that’s helping you look at the bigger picture, when your
supervisor really just needs to focus on you getting your job done” (8/373). This
sentiment was not shared by the students at ECSU. I was only able to interview four
students, but all four of them expressed frustration with the lack of supervision they
were receiving (23/697, 23/712, 23/724, 23/765). These students spoke of a desire
for “deep conversations” but felt that their supervisors simply didn’t see those
conversations as important (23/724). These feelings may be exacerbated by the fact
that the students at ECSU do not have the same type of connection between their

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coursework and their SPOs and as a result, do not have the ongoing opportunities to
talk about their experiences.
Supervisors are in a great position to serve as leadership educators and seem
to understand the importance of that role. Unfortunately, the day-to-day
responsibilities seem to prevent the supervisors from being able to spend much time
processing leadership-related experiences with their students. However, students are
still learning a great deal about leadership in their SPOs and from their supervisors.
Some of the learning comes from feedback and from watching leaders in action, but
most of it seems to come from performing as leaders themselves in the workplace.
Supervisors give the students real, meaningful work and let them learn by doing. The
final section of this chapter explores how students make meaning of their knowledge
and experiences by using the interpersonal and intrapersonal dimensions of
leadership.
Interpersonal and Intrapersonal Dimensions of Leadership
While enrolled in a SAGPP, students are exposed to theoretical knowledge
and provided experiences where they can practice their leadership skills, but as they
seek to link theory to practice, a few additional themes emerged that help explain
how students begin to make meaning of their knowledge and experiences. The
students enrolled in these two SAGPPs are motivated and determined to become
great leaders. They are able to identify what they need, and when those needs are not
met, they are able to find other people and/or experiences that provide them with the

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learning they seek. In the next section, I will explore the use of interpersonal and
intrapersonal dimensions of leadership.
Interpersonal relationships for leadership development.
All of the students I interviewed spoke of the importance of interpersonal
relationships as a mechanism for fostering leadership development. These
relationships can be broken down into three categories: assigned relationships,
relationships initiated by the student, and extracurricular involvements.
Assigned relationships.
The relationships most often referenced by the SAGPP students were the
ones with their direct supervisors and the faculty who taught their classes. At MU,
students typically only spoke about the faculty member who served as both their
advisor and the instructor for their SPO-linked course. At ECSU, students spoke
more broadly about “the faculty” rather than about a particular person. These
students were speaking about the faculty who taught their course.
The experience students have is highly dependent upon their supervisor
and/or faculty members. At MU, I conducted two focus groups. The first group of
students, who held off-campus assistantships, felt like leadership development was
most influenced by their supervisors. They felt like their faculty members did a good
job helping them connect their assistantship experiences directly to leadership
development. However, there was one student who reported being very dissatisfied
with his faculty advisor (who teaches the SPO-linked course). This student felt that
his supervisor was very intentional about helping him make theory-to-practice

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connection, but that his experience with his faculty member had been very different.
He was unhappy with the feedback he had received and said that “there comes a time
where if you address a concern and it’s not dealt with or handled at all, almost
ignored, then you just stop trying” (7/371). He also emphasized the point that
students’ experiences can vary greatly based on whom they have as a faculty advisor,
and that not all faculty follow the syllabus for the SPO-linked course (7/321).
Students at both campuses reported different opinions about who helped
foster their leadership development. Some felt that they learned the most about
leadership from their faculty and some felt like their supervisors really filled that
role. Others reported that their faculty member did not take much of an interest in
their leadership development or that their supervisor was “just too busy” to engage in
that type of conversation (23/697-703). What seemed important was that students
had at least one faculty member or supervisor with whom they had a positive
relationship.
Students at MU also reported that they placed a high value on the support and
influence of their peer group. They spoke about learning by watching their peers in
action and from listening to their peers talk about their individual leadership
challenges. Many of these conversations occurred in the SPO-linked course, but
some happened at the assistantship site. The students also felt that peer feedback was
very valuable because it was “real” and was offered in a timely manner. One student
even joked about valuing the feedback of the student sitting next to him even when

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he didn’t want to hear it or when he didn’t ask for it (7/598-604). Peer feedback was
also mentioned as a stimulus for personal reflection.
While peer influence was not mentioned at ECSU, this does not mean it was
not an important component of the ECSU students’ experience. However, the larger
cohort size at MU may have made peer influence more likely to be mentioned in the
interview. A great deal of the peer interactions occurred in the SPO-linked courses.
This course occurs over three semesters at MU but only during one summer session
at ECSU. This extended exposure to an environment that fostered peer conversations
about leadership-related issues may have increased peer influence at MU.
Seeking out mentors.
In addition to their relationships with faculty, supervisors, and peers, several
students spoke about other significant relationships, including those with faculty
advisors and mentors. Students who felt like they were not getting what they needed
from their faculty and/or supervisors frequently sought out their own advisors and
mentors. These sought-out mentors included other faculty, student affairs
professionals at the SAGPP site, and student affairs professionals at other
institutions. One student at ECSU referred to not wanting to “waste her [advisor’s]
time [by] crying about something” (23/921). The students were very aware of the
relational aspect of leadership. The student above seemed to want to preserve the
relationship with her advisor, whom she deemed her “true mentor” (23/908), by not
burdening her with what the student deemed to be trivial matters.

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At MU, students were assigned to a faculty advisor who also served as the
instructor for their SPO-linked course. If students did not feel a connection with this
faculty member, or developed a strong relationship with another faculty member,
they were encouraged to switch advisors. One student commented about her
experience by saying “I don’t always go to the person who’s assigned as my faculty
advisor, and that’s something that they definitely encourage. If you feel a connection
with a faculty member, who you can have that sort of relationship with, it’s ok”
(7/379). These students did not switch sections of the SPO-linked course, but used
their new advisor as their resource for academic advising and general advice about
making the most of their experiences in the SAGPP. They used these relationships to
help them learn about the process of leadership development, including “instilling
beliefs about leadership and how I see myself as a leader” (7/142).
At ECSU, faculty (full-time and adjunct) only took on one or two new
students each year. Faculty reported meeting with their advisees anywhere from
monthly to once-a-semester. Students who did not feel a connection with their
advisors simply sought out additional mentors. One student’s advisor was also her
indirect supervisor. This proved to be difficult because she felt she was “on the job
when I’m in those [advising] sessions” (23/883). She felt that she could not express
frustrations or concerns with her advisor for fear that it would reflect poorly on her
as an employee of that department. As a result, this student sought out “informal
advisors” (23/919). The students on both campuses agreed with the opinion that
“there are a lot of people who want to mentor [SAGPP students]” (23/924). The

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mentors were occasionally other faculty members, but most often they were student
affairs administrators. Students on both campuses sought out additional mentors to
supplement the supervision they were (or were not) receiving.
Extracurricular experiences.
Students learned a great deal about leadership from their courses, SPOs, and
through significant relationships. Extracurricular experiences served as an additional
location of leadership development for students at both sites. These experiences
allowed students to practice leadership in a group setting. They were able to be a part
of the relational leadership process by serving on a formal SAGPP committee,
holding a leadership position in a graduate student organization, teaching leadership
courses to undergraduate students, and conducting leadership research.
Students found great value, in terms of their own leadership development, in
participating in these self-initiated opportunities. Theoretical knowledge was
required for teaching the leadership courses and/or conducting research. A student at
ECSU who taught leadership classes to undergraduate students said that one of the
benefits of teaching leadership is that “At first it’s like ‘I already do this stuff’…but
then as you get deeper into it, you put language to it…that just strengthens [our]
leadership styles” (23/165).
Students at both SAGPP programs had the opportunity to serve on an internal
committee or be a part of the SAGPP student-run organization. These opportunities
allowed students to serve as leaders within the program. A student at MU described
serving as the president of the SAGPP student association which allowed him to

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“utilize some of my leadership abilities and skills, working with other people,
motivating, problem solving” (8/207). Supervisors spoke of offering additional
professional development opportunities that would allow students to practice and/or
observe leadership skills.
However, feedback was not readily available for students engaged in these
experiences. One supervisor at MU clearly articulated how she helped a student
process the experience of serving on a division-level committee. She said “I think we
talk probably more about the process of being a good committee member, how to
navigate with other staff, with other faculty, than necessarily the work (10/288). Her
attention to this aspect of the student’s experience was rare. Even though faculty
regularly observed the students engaged in leadership as a member of the committee,
the focus was on the goals of the committee and very little attention (if any) was paid
to the process of achieving those goals. These missed opportunities will be discussed
in chapter V.
Intrapersonal intelligence for leadership development.
As I sought to understand how SAGPPs teach leadership, an important factor
emerged: how do students make meaning of their knowledge and experiences?
Faculty and supervisors provide structures to expose students to the theoretical
constructs of leadership and opportunities that allow them to attempt to put them into
action. But, how students put all of that together to develop their own sense of
leadership comes primarily from two mechanisms: processing and reflection. The

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following sections will explore why these two mechanisms are so critical to the
leadership development of SAGPP students.
Processing knowledge and experiences.
One of the leadership development mechanisms that emerged was the
importance of talking about leadership. Students were exposed to theoretical
knowledge (primarily in the classroom) and afforded opportunities to practice their
leadership skills (primarily in the SPOs), but those experiences were not enough, on
their own, to foster leadership development. Perhaps because of the relational nature
of leadership, students learned significantly more when they had the chance to talk
about leadership with their faculty, supervisors, advisors/mentors, and peers.
Faculty at MU understood the value of processing experiences. This was
evident not only in the program design, which gave students a formal opportunity to
talk about their assistantship experiences during a three-semester sequence of
courses, but also in the expectations of their students. One of the senior faculty
explained that:
You can’t come here and just do classes. We expect two years of internship,
no matter what your previous experience…that places you in a position
where the world of theory collides with the messy work of practice. And so
it’s that tension, I think, between what we think is a good idea and what
happens…and they bring those experiences to classes, and they say “Well
that doesn’t sound like what happens out here.” (4/273)

During this interview he spoke of the methods he uses to engage students in dialogue
that moves them away from simply asking for his advice, and rather encourages
them to think through a problem from their own perspective.

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Faculty at ECSU shared a similar vision of their role in helping students’
process experiences, but more often spoke about helping students process the
leadership decisions of other. An example was offered by a faculty member who
explained:
Sometimes I find that Masters Students are quick to criticize administration,
what they perceive as the administration. And again, one of my
responsibilities, I think, is in terms of helping them to develop a sense of
themselves as leaders, is to put that back to them and say, “Well, you are the
administration. You have an assistantship in the Multicultural Program
office. Students see you as the administration.” Or, “If you don’t feel like
you’re the administration, right now, you’re going to be the administration.”
“So if you were in the Director of Multicultural Involvement, if you were that
director, how would you respond to this? How would you think about this?
How would you answer to the Vice-President, who has to answer to the
President?” And to try to complicate their perception of what the issue is,
and how to respond to the issue, which, again, I think is an example of
leadership. (18/161)

Given the structure of the MU program, which includes the SPO-linked course over
three semesters, those faculty probably had more opportunities to discuss the
students’ individual leadership actions. Without this curricular aspect at ECSU, the
faculty may be more comfortable using, and building into their courses, the
leadership of others.
Supervisors on both campuses spoke about processing both types of
experiences: students’ individual performances and those of others. They seemed
comfortable using these conversations both as private feedback on a student’s
performance and also as opportunities for professional development conversations
during staff meetings. As mentioned above, the biggest barrier in this area was for
supervisors to find the time to build these conversations into an already full agenda.

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Students seemed to equally value the conversations they had with faculty and
with supervisors. One student attempted to explain the difference by saying:
I would say maybe one major difference would be intentionality where I
think our supervisor, we’re with him every day, and we’re doing the day-to-
day stuff. We definitely have those moments where it’s very this is a
teachable moment, let’s talk about that or let’s focus on this. I think, at least
my experience with my faculty advisor, has been that every time we meet,
we’re focusing very specifically on a certain topic, on a certain issue, how
can we learn from that, how can we grow from that? That’s really hard work.
You couldn’t be like that every day with your supervisor because there are
some little things that maybe you’re not gonna grow from as much, so let’s
not talk for an hour about it. So I think just being – our faculty are very –
we’re in a preparation program or we’re becoming skilled in something
where we wanna work in some days, so I think that that would be the major
difference for me thinking about my supervisor and faculty member. (7/354)

Regardless of where the processing occurred or who was leading the conversation,
this was a critical component of students’ leadership development. One of the
reasons it was so important was that it almost always led to reflection. In the next
section I will discuss the role of reflection in the leadership development process of
the students at my two sites.
Role of reflection.
In terms of leadership development, reflection appeared to be an essential
component. This study defines reflection as making meaning of prior experiences
and feedback received. Almost every course used reflection as a teaching method.
Each faculty member I spoke with discussed the importance of reflection in LS
development. Additionally, almost all the supervisors and students spoke about the
reflection component as an integral part of the SAGPP coursework. One student
actually commented about his “reflection about the reflections” and how they “would

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talk about maybe how we grew, and learned from doing that” (7/210). Both
programs seemed to have a strong appreciation for and emphasis on reflection.
At MU, the students in the SPO-linked course receive an Experiential
Learning Handbook (E.L.H.) that offers suggestions for how students can “combine
the experiential curriculum in the internship with the practitioner competency model
and reflective practice” (MU Experiential Learning Handbook, fall 2008, p. 3). The
E.L.H. for the first semester introduces students to the theory of experiential learning
(Kolb, 1984) as well as Donald Schon’s (1983) theories of reflection-in-action and
reflection-on-action. Students are also given some guidance regarding how to
become a self-directed learner who uses reflection to learn from the process of
learning as well as the content (ELH, spring 2009, p. 4). Reflections during the first
class meeting ask students to think about leadership qualities, approaches to
motivating staff, and ways to get included in top-management decisions. Other
questions ask the students to reflect on their own personal experiences related to risk-
taking, leadership challenges, and obstacles to success. Reflections due at the third
class meeting focus on visioning and leadership style. None of the students I
interviewed spoke about these specific topics, however all of them agreed that
reflection was an integral part of their program and that reflection was instrumental
in their personal leadership development.
When asked how the students make meaning of their own leadership
development, from all of the knowledge, skills-building, and feedback they
experience, the current program director at ECSU said:

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I guess I would hope that what they [students] would say is that there is an
emphasis – that the program is highly reflective, or asks them to be highly
reflective, in a number of different places. And so there’s an ongoing process
of taking it [all in], and internalizing it. And whether that’s through the
leadership class, through their assistantship or through the multicultural
practice class, there are lots of places where students are asked to reflect on,
“What does this mean for me?” “How am I different as a result of this
experience? How will I be different as a student affairs educator, as a result
of my learning in the multicultural practice class?” So I think that’s one way,
it’s a highly reflective program that’s consistent throughout our courses. I
think that there’s an emphasis, also in our program, on encouraging students
to develop their own philosophy of education, or of student affairs, of – and
by that, I mean a personal philosophy, not a philosophy about the field, but
again sort of, “Who do I want to be as a leader?” (18/386)

The students at ECSU corroborated that the program encouraged reflection and
spoke about the value they placed on reflection. It was clear that reflection is an
incredibly valuable mechanism for leadership development.
Reflection is not just valued by the faculty; students value reflection and
clearly articulated the benefits of the course-required reflection. A student at MU
said:
One of my favorite experiences was [the SPO-linked course] – it was six
women, and then our faculty advisor, and it was a really great reflection piece
where we could just share ideas, and for me that was really valuable. And I
definitely think that I’ve grown, as a leader from that just being able to reflect
in that way. (7/304)

A student at ECSU echoed that sentiment when she said “I think a lot of it is also the
reflection piece, reflecting on – we do a lot of reflection in this program. …That
reflection piece has been so helpful in, sort of, seeing, oh, wow, I did that” (23/294).
Reflection also helped students develop a sense of confidence about their leadership
abilities. At MU, a second-year student said:

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I’ve become more comfortable through our Capstone course. I think just
writing things down, I realize wow, and I have really developed a passion, in
a certain area. And I actually have a decent idea of who I am, and where I
wanna go, so I think just that, again, that reflective piece of just sitting back,
and looking at where – how you’ve changed, how you’ve developed, and
realizing that I am competent. I am competent to go out into the field, and do
good work. (8/408)

Reflection allows the students to see themselves as they participate in the leadership
process. It also allows them to see how they have grown, as leaders, over time.
While students clearly articulated the value of reflection, faculty report that
not all students put a high level of effort into their reflective assignments. Some of
the reflection activities at MU are optional and faculty report that they suspect many
students do not complete those assignments. It was noted that:
The way that curriculum is structured, they are supposed to be doing stuff
throughout the month – reflective activities on their own, activities that are
designed for them to talk with their supervisors about certain issues. We
don’t require them to turn that in…There’s a lot of really good reflective and
conversational activities in the curriculum that if I wagered, most of them
don’t do; they don’t bother to do because they don’t have to turn it in and get
a grade on it. (1/268)

This faculty member seemed slightly frustrated about this problem and commented:
The curriculum is modeled on the reflective practitioner. That’s what it’s
supposed to be about. Many of them probably don’t even bother to do it and
even the monthly reflections that they do have to turn in to me; I can tell the
difference between those who really take it seriously and take the time to
construct a reflection instead of those who just do a stream of consciousness,
“Oh, it’s due, here.” That’s it. I can see the difference very, very clearly
between the two. (1/289)

Regardless of whether students are completing all of the assigned reflections, they do
all seem to understand the value of reflection. It was an important theme connected
to all of the locations of learning, not just the formal coursework. It is possible that

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the students do not feel the need to complete the reflective work in the classroom
because they are engaging in enough reflection in their SPOs, and as a result of
interactions and experiences with mentors/advisors, peers and extracurricular
activities. It is possible that some students prefer one type of reflection over another.
What is clear is that 100% of the faculty, staff, and students interviewed spoke of
reflection as an integral component of leadership development within a SAGPP.
Conclusion
Leadership development is occurring in SAGPPs. Even where the teaching is
more implicit than explicit, the learning and development is happening. Faculty and
staff, while acknowledging that their students are given the opportunity to practice
leadership, feel that their program could be more intentional in the way they link
their students’ LS experiences with their academic coursework. The data above
demonstrates where programs are successfully providing opportunities for leadership
development as well as areas that need improvement. The final chapter of this
dissertation will provide suggestions for how SAGPPs can be structured in ways that
maximize the leadership development of the students.

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Chapter V
Results

Strong leadership skills are required for effective student affairs professionals
(Burkard et al., 2004; Herdlein, 2004; Kretovics, 2002; Kuk et al., 2007; Lovell &
Kosten, 2000; Pope & Reynolds, 1997; Roberts, 2005; Waple, 2006). Colleges and
universities are becoming increasingly complex and as a result, even entry-level
administrators are expected to demonstrate leadership competency (Kuk et al., 2007;
Phelps, 1998). Most student affairs positions require a master’s degree in college
student affairs (or a related degree) and these graduate programs typically require an
internship (Kretovics, 2002; Komives, 1998). It seems evident that leadership should
be an important topic to teach aspiring student affairs professionals. This study was
designed to explore how student affairs graduate preparatory programs (SAGPPs)
teach the theoretical constructs and practical applications of leadership. Leadership
can be addressed in the classroom and at the internship site, but there are also several
ways to link these two locations of learning in a way that enhances the leadership
development of SAGPP students.
This case study was conducted at two SAGPPs. These two sites were selected
using expert recommendations. Data was collected during 23 interviews with faculty
and internship supervisors, and 4 student focus groups. During these meetings, I
focused on where and how students were exposed to leadership theory and provided

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with opportunities to apply that knowledge in a real-life setting. Observations and
documents were also used to corroborate what I learned from the interviews.
The data was organized using four categories: intentionality and leadership
as an explicit goal, role of faculty and classroom environment, role of supervisor and
internship environment, and the interpersonal and intrapersonal dimensions of
leadership. These categories were constructed around the original research question
which sought to explore how leadership is taught in SAGPPs. Each of these themes
was explored in detail in chapter IV. In this final chapter, I will answer each of my
research questions, present the significant findings that emerged from the data, and
show how these findings are connected to the literature reviewed in chapter II. The
findings go beyond the original research question and begin to elucidate how
leadership is learned in the SAGPP setting. Implications for practice, connected to
the major findings, as well as suggestions for future research, will be provided.
These implications for practice are heavily based on the knowledge gained related to
the original research questions, but also on the emergent themes related to how
students are learning leadership in the SAGPP context.
Research Questions Addressed
The main research question for this study is: How do student affairs graduate
preparatory programs (SAGPPs) teach the theoretical constructs and practical
applications of leadership? The two case sites show different approaches to
leadership development. One site, ECSU, explicitly states leadership development as
a learning outcome while the other program, MU, feels that it is more of an unstated,

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but important, goal achieved as a result of completing the SAGPP requirements.
Additionally, the roles of faculty and supervisors emerged as equally central factors.
Of particular importance, is their identity as leadership educators. Another
interesting finding is how students use significant relationships and extracurricular
activities to supplement what they are learning in the classroom and at the internship
site. Finally, the verbal processing of knowledge and experiences and the use of
reflection were shown to be critical to the leadership development process of SAGPP
students. In this final chapter, I will expound upon these findings, but first I will
answer each of the four sub-questions.
Research question #1: Where and how in the curriculum are students
taught leadership theory and skills/competencies?
The literature in chapter II supports the idea that knowledge acquisition is an
important component of leadership development (Raelin, 1997; Thorpe, 1998). For
the most part, theoretical knowledge is being learned in the classroom. However,
theoretical knowledge is occasionally discussed during professional development
opportunities in the SPOs. The students enter the SAGPPs with varying levels of
leadership knowledge and skills, but on both campuses they express a desire to learn
more leadership theory. These theories give them a framework to use as they
evaluate the leadership of others and try to develop their own leadership identity.
Theoretical knowledge helps students make sense of what they are learning and
observing.

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Skills and competencies are being talked about in the classroom (to a lesser
degree than theories), but are primarily discussed in the SPOs. These conversations
generally occur during one-on-one meetings with supervisors, particularly in the
context of performance evaluations. The content of the performance evaluations will
be discussed in greater detail in the section on assessment, but these conversations do
prove to be useful in helping students identify what leadership skills and
competencies are required for their positions. They are then able to use that
knowledge as they practice leadership.
Research question #2: Where and how do students have the opportunity
to apply that knowledge in ways that enhance theory-to-practice learning?
In addition to knowledge acquisition, skill-building is an important
component of the models provided in chapter II (Conger, 1992; Kolb, 1984; Van
Velsor & McCauley, 2004). Some skill-building is occurring in the classroom in the
form of group projects and case studies, but most skill-building is occurring in the
SPOs. According to faculty, supervisors, and students, the SPOs are the main
location of learning when it comes to skill-building. This supports the findings by
Kuk et al., (2007) that faculty “see the practicum and assistantship experiences as the
primary venue for the development of competencies that are not knowledge-based”
(p. 680). At MU, leadership is an elective course and at ECSU the required
leadership course is taken in the final semester. Midwestern University also spends
the third section of the SPO-linked course focusing on leadership, but very few (if
any) leadership theories are covered in this course. So, even if leadership is seen as a

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knowledge-based competency, the students at MU may not be provided the
knowledge and the students at ECSU are not formally offered the knowledge until
the last semester of their program. This offers challenges for students who want to
apply the theoretical knowledge while still enrolled in the SAGPP.
Research question #3: Where and how is the leadership development of
SAGPP students assessed?
Assessment of students’ leadership development is a weakness of both
programs. MU uses the ACPA competencies, but students do not necessarily have to
assess themselves on “leadership.” The ACPA competencies combine leadership
with administration and management. The students could assess themselves on the
“Administrative/Management” part of the section and never assess themselves on
leadership. ECSU has a competency tool and leadership is one of the areas. This tool
is only used as a self-assessment and asks students to rate themselves on several
“leadership capacities.” The same tool is used four times over the course of the two-
year program so that it allows students to see areas of growth. Self-assessment is a
useful tool, but Argyris and Schon (1974) argued that feedback is an obligatory
component of the educational process. If self-assessment is not supplemented with
feedback from faculty and/or supervisors, SAGPPs are not meeting this obligation to
the students.
Students do receive feedback from supervisors, but this feedback generally
focuses on what was done rather than on how it was done. The feedback received
from faculty is not based on leadership behaviors directly observed by the faculty

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member; rather it is commentary on the students’ self-reported leadership
experiences. Feedback is not offered on leadership behaviors observed during group
projects and class work. These situations contain missed opportunities to provide
students with feedback on their leadership skills that would foster further leadership
development.
There was also no mention of the use of any type of 360-degree feedback,
including peer feedback. Peer feedback is highly predictive of leadership
effectiveness (Goleman et al., 2002) and is supported by several leadership
development models (Allen & Hartman, 2008; Conger, 1992; McCauley & Van
Velsor, 2004). Students reported that they value the opinions of their peers and
appreciate the opportunities to discuss leadership issues with their cohort members,
but there are not any formal processes in place, on either campus, for peer feedback.
Research question #4: How have preparatory programs been
intentionally designed to promote theory-to-practice learning in the area of
leadership development?
Leadership is viewed as an important learning outcome of both SAGPPs.
Leadership is an explicitly stated learning outcome at ECSU. At MU, it is seen as an
implicit outcome, comparable to critical thinking, which is achieved as a result of
participating in the entire two-year experience. The ECSU SAGPP appears to have
been intentionally designed to teach leadership knowledge and provide opportunities
for students to practice leadership. The program at MU offers different types of
opportunities to learn about leadership theory, but provides similar hands-on

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leadership experiences. The program at MU also provides a very effective venue for
students to discuss leadership-related issues.
Each program has a one-semester course that focuses on leadership, offers at
least one leadership elective program, and has at least one course connected to a
supervised practice opportunity. As discussed in chapter IV, there are significant
differences in the required courses and in the SPO-linked courses. Both programs
require supervised practice opportunities where students can practice leadership, but
the time spent discussing leadership in the SPO settings (on both campuses) is
actually very minimal.
Intentionality looks different on the two campuses. Midwestern University
creates an environment where students have regular opportunities, spanning all four
semesters, to discuss issues connected to leadership development, but leadership is
only the primary topic for the third semester. Leadership development did not
present itself as an explicit goal of the program, but it is a significant topic in the
SPO-linked and capstone courses which span the students’ two-year experience. East
Coast State University requires a formal course on leadership that offers the chance
to talk about theory-to-practice learning. This is the final capstone course taken
during the students’ last semester. However, leadership is embedded into numerous
course offerings at ECSU. This appears to be directly connected to the faculty’s
vision of themselves as leadership educators. So, while the programs may not appear
to have been intentionally designed to foster leadership development, it is deftly
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Major Findings
This section discusses the seven major findings of this study. These global
findings will be connected to the literature and framework from chapter II. These
findings provide insight into how and where leadership development is occurring
within the SAGPP context. These findings provide the foundation for the
implications for practice discussed later in this chapter. These findings are organized
into two different categories: leadership development maximizers and obstacles to
leadership development.
Regardless of intentionality or program design, leadership development is
occurring in students enrolled in the two SAGPPs. Even where the teaching is more
implicit than explicit, the learning and development is happening. This can be
explained by at least two factors. First, all faculty, supervisors, and students feel that
leadership development is an important learning objective. This may create an
environment where leadership is embedded in the SAGPPs even where it is not
overtly discussed. Additionally, leadership is a skill that is used at all levels of
student affairs administration. This is true even for many of the internships held by
graduate students. So, the students are practicing leadership for two years. Kolb’s
(1984) model supports that leaders learn by leading. Even if no one offers formal
feedback on their leadership skills, they still receive informal (and often immediate)
feedback on their performance simply through their participation in the leadership
process. However, students on both campuses expressed a desire to spend more time
talking about leadership in their SPOs, in the classroom, and with faculty.

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Ways to Maximize Leadership Development.
Faculty and Supervisors as “leadership educators.”
A study done by Judy Rogers (1992) showed that faculty felt that leadership
was an objective of SAGPPs but not a primary one. In my study, 100% of the faculty
feel that leadership development is a critical learning outcome for their students in
order for them to be successful in the workplace. However, as discussed in chapter
IV, not all faculty members see themselves as leadership educators. In contrast, all
supervisors understand they are leadership educators. The data demonstrates that
students are best served when their faculty and supervisors embrace the role of
leadership educator.
When faculty and supervisors adopt leadership educator as part of their
identity, they are more likely to find ways to connect leadership development to
conversations already occurring in the classroom and SPO. As seen in chapter IV,
the faculty at ECSU who see themselves as leadership educators are discussing
leadership in classes on assessment, diversity, and service learning. This identity is
important because it increases the likelihood that students are provided with a
regularly occurring space to talk about leadership. It also makes it more likely for the
faculty member to provide feedback on students’ leadership skills and for faculty to
view their students’ experiences through a lens that is acutely aware of leadership as
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Importance of significant relationships.
The theory of self-directed learning by Boyatzis says that leadership
development can only occur in the presence of “trusting relationships” (Goleman, et
al., 2002). The data from this study shows that leadership development requires that
a student has at least one positive and committed relationship with a supervisor or
faculty member. However, some students are dissatisfied with their supervisor,
faculty members, and/or advisor. Generally, this unhappiness is related to the quality
of the relationship. Some students criticize the time a supervisor or advisor is able to
spend with them. Other students are frustrated with a lack of feedback they receive
on class assignments.
The students who are most satisfied with their experiences report a strong
relationship with their supervisor or with their advisor. It is important to point out
that at MU, the student’s advisor is also the person who teaches their section of the
SPO-linked course. At ECSU, advisors can be full-time faculty or adjunct faculty.
Some of the ECSU students are advised by a faculty member with whom they never
interact within the classroom setting. This greatly impacts the frequency of
interactions and strength of the relationship. As noted by Day (2001), feedback can
be ineffective if there is not a consistent and trusting relationship between the giver
and receiver of the feedback. The student-advisor relationship at MU has an
understandably stronger connection to leadership development. However, since
leadership is such a pervasive focus on the ECSU campus, most of the faculty and
supervisors are well versed in leadership development and thus are highly likely to

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talk about leadership with their students. The quality of these relationships greatly
impacts students’ learning. Students who have successful relationships with their
supervisor or advisor report significantly more conversations related to the process of
leadership.
Role of verbal processing.
One of the reasons why significant relationships are so critical is that students
have a great need to verbally process the knowledge and experiences they gain in
their SAGPP. This processing can occur in class or during one-on-one meetings and
is critical to the leadership development process. All students who were interviewed
talked about the importance of having time to talk about their leadership successes
and challenges. Where the processing occurred was not necessarily important, what
mattered was that the students had someone with whom they could discuss these
issues. The students reported considerable growth stemming from opportunities to
talk about leadership experiences or problems. This is an interesting finding because
Kolb’s (1984) model is an internal process. The model by Boyatzis is “self-directed”
but it does acknowledge that trusting relationships with others is necessary for
leadership development to occur (Goleman et al., 2002). Boyatzis says that leaders
must identify a gap between their “ideal self” and their current performance
(Goleman et al., 2002). As part of the process of becoming that “ideal self,” leaders
must create a “learning agenda” (Goleman et al., 2002). When students talk about
their leadership struggles, they are identifying the gap between their current and ideal
selves.

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The model by the Center for Creative Leadership is also connected to this
idea of verbal processing (Van Velsor & McCauley, 2004). Developmental
relationships play an important role when it comes to the opportunity for verbal
processing. The classroom environment offers elements of assessment, challenge,
and support discussed in the Center for Creative Leadership’s leader development
model (Van Velsor & McCauley, 2004). When the classroom setting is used to
discuss a leadership problem, students have the opportunity to receive feedback on
their leadership performance in an environment that provides a good mixture of
challenge and support. It is a safe and supportive environment because of the strong
relationships that develop in the group and peers are able to challenge each other to
see things from different perspectives. Chapter IV demonstrated that peers can
provide challenging feedback which is generally accepted as not-threatening.
Working through the problems in class helps the students create a learning agenda
(Goleman et al., 2002) for how they can grow as leaders. Finally, another reason that
verbally talking about leadership is so important to the developmental process may
have to do with the relational nature of leadership. Talking about leadership could
provide a student with new knowledge and/or relevant feedback. Additionally, it
paves the way for reflection. Reflection, as discussed below, is vital to the leadership
development process.
Reflection as a tool for meaning making.
Another critical component of the leadership development process is
reflection. This finding is supported by the models presented in chapter II (Conger,

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1992; Goleman et al., 2002; Kolb, 1984). The model by Boyatzis (Goleman et al.,
2002) requires a leader to identify gaps between his or her current performance as a
leader and his or her “ideal” self. Reflection can be an important tool for making that
discovery. Reflection was mentioned in every interview I conducted. It is built into
class assignments and encouraged as a general, professional practice.
Students overwhelmingly report the importance of reflection on their ability
to develop as leaders and often comment on using reflection as a way to view not
only who they are as a leader, but also who they would like to become as a leader.
Faculty and supervisors also recognize the value in reflection. However, while
reflection is built into class assignments and into the self-evaluation process,
feedback on these assignments and evaluations is inconsistent. The most growth
results from reflective assignments and evaluations that are supplemented with
comprehensive feedback from the faculty or supervisor. Students also value the
reflection that is required for classes or self-evaluations because they may not
otherwise make the time for this practice. While the students place a high value on
reflection, they report that it is easy to skip reflection when faced with a long list of
things to do for their classes or internships.
Student abilities to fill in the gaps of their own learning
Students are resourceful and find ways to ensure their leadership
development needs are met. Most students have a successful relationship with their
assigned faculty or supervisor, but those who do not, or feel they need additional
support and guidance, seek out role models or mentors to fill the void. Students

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spoke of connecting with an administrator from their undergraduate institution, often
the person who encouraged them to consider student affairs as a career. Students also
seek out mentor-like relationships with faculty (other than their assigned advisor),
another administrator in their SPO site, and/or administrators from their practicum
sites. This finding connects well with the CCL’s idea of “developmental
relationships” (McCauley & Douglas, 2004). A single mentor or supervisor is not
enough and students seek out the network they need to foster their own leadership
development.
Similarly, students who feel their SPO does not offer enough opportunities to
practice their leadership skills find extracurricular activities to provide them with
these types of opportunities. Some of these experiences, such as participating in
leadership research or teaching leadership classes to undergraduate students, help fill
a knowledge acquisition gap. Other experiences, including participating in SAGPP
committees or taking on a leadership role in a student organization, allow students to
practice leadership in a meaningful setting. These experiences are particularly
beneficial because they assist students with the development of their own leadership
identity.
Students enrolled in SAGPPs are intensely interested in learning to be
effective leaders, so much so that they are willing to find ways to ensure they are
getting their leadership development needs met. This does not mean that SAGPPs
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rather, it serves as reinforcement for the importance of this topic because it shows
just how committed these students really are to leadership development.
Obstacles to Leadership Development.
Competing priorities.
While most faculty members and supervisors recognize leadership
development as a high priority for their students, the day-to-day realities of life in the
classroom and/or in the SPO are a hindrance. Faculty members may have a lesson
planned around leadership but a more pressing topic of discussion is often raised by
a student, which alters then the content of that day’s class. Supervisors feel a need to
focus on whether or not the work is being done and as a result, how the work is done
is a secondary focus. As reported by Komives in 1998, students have a “need for
more developmental supervision and more integration of their formal classroom
learning with their job expectations” (p. 185). The students at MU and ECSU express
similar sentiments. Even with the best of intentions, it is possible that a student
misses countless opportunities each semester for a faculty member or supervisor to
discuss leadership.
Students are learning a great deal of practical work skills, as well as
practicing leadership, in their internships. The majority of SPOs have not been
specifically designed to promote leadership development. That does not mean that
leadership development is not being fostered in the SPOs; it is. What the data shows
is that there is a high level of variability in the degree to which leadership
development is an intentional outcome of a student’s participation in the SPO. This

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is impacted by the type of experiences the student is offered, how strongly the
supervisor identifies as a leadership educator, and the opportunities the student has to
verbally process his or her experiences.
The students are also spending a significant amount of time in the classroom.
However, all too often, the time is not available, or made available, to discuss how
this knowledge and experience are connected to each other in relation to leadership
development. This finding is consistent with the idea that students frequently
“manage their own fieldwork experiences with little or no involvement from busy
faculty” (Komives, 1998, p. 183). Despite these obstacles, students find ways to take
charge of their own leadership development.
Lack of faculty-staff connections.
A second obstacle to leadership development is a lack of connection between
SAGPP faculty and SPO supervisors. Supervisors who feel more connected to the
faculty and the SAGPP have a stronger identity as leadership educators. Faculty
who have strong relationships with the supervisors have a deeper understanding of
each students personal leadership skill level. The students are very aware of which of
their faculty are connected to their supervisors and vice versa. They report feeling a
distinct disconnect in theory-to-practice learning when their SPO supervisors are not
connected to the SAGPP or the SAGPP faculty.
Faculty who did not have relationships with the SPO supervisors were less
clear about the goals and learning outcomes of the SPOs. They spoke of “benign
neglect” and “faith” that the students were learning about leadership in the SPOs.

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However, students benefit when faculty reach out to supervisors or have existing
relationships with SPO supervisors. When faculty and staff have a strong connection,
students report greater levels of satisfaction with the leadership development
opportunities provided in the SAGPP. Supervisors with a strong connection to the
SAGPP and/or SAGPP faculty have a strong understanding that the SPO is an
opportunity for global learning, not just functional area skill building.
Viewing the SPO through an employment lens.
Related to the finding above, supervisors who do not feel a strong connection
to the SAGPP and/or the SAGPP faculty tend to have a much narrower view of the
purpose of the SPO. It is interesting that leadership is not often mentioned as a
specific learning outcome of the SPOs. Numerous supervisors commented that they
treated the graduate students as “professionals” and this was corroborated by the
students. However, while treating the student as a professional often meant he or she
had challenging and meaningful work, it also meant that he or she was expected to
perform at the “professional” level rather than as someone who is learning a new
craft.
An employment focus in the SPO setting can make the student feel less
comfortable discussing work-related challenges. The majority of SPO supervisors
used a type of evaluation that seemed to focus more on the degree to which the job
was done well rather than the amount of learning that took place during the time
spent in the SPO setting. Some students seemed hesitant to completely open up to

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supervisors who held an employment view. This impacted their ability to develop
strong relationships with their supervisors.
Additionally, when the SPO is viewed through an employment lens, the hours
students work can easily balloon from the 20-hour-per-week expectation. This
negatively impacts the students’ ability to seek out alternate experiences as they
attempt to fill in the gaps of their leadership development education. These
expanding work hours can also overshadow the fact that the “employees” are
students first and foremost. The academic aspects of the SAGPP can get lost in the
long hours of the SPO.
Supervisors with a stronger connection to the faculty, and thus a stronger
identity as leadership educators, are also more likely to view the internship as
experiential learning rather than simply an employment opportunity. These
supervisors see the internship as a venue for learning broad skills rather than just
acquiring functional area knowledge. Without a doubt, leadership development
occurs even when supervisors view the SPO using only an employment lens.
However, the data is very clear that students’ leadership development is greatly
enhanced when supervisors view the SPO as an experiential learning opportunity.
The findings discussed above provide important contributions to the body of
literature on leadership as well as supply needed information that is specific to
SAGPP programs and students. More importantly, the findings point to several ways
that SAGPPs can be structured so as to strengthen the leadership development of

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enrolled students. These implications for practice are discussed in the following
section.
Implications for SAGPPS
The eight maximizers and obstacles above led to the creation of the following
five implications for practice. A study by Kuk et al., (2007) recommended that more
discussion needs to occur around “how theory to practice experiences can be more
effectively integrated and assessed” and “how administrators and faculty can work
together to enhance the curriculum and supervised practice experiences in order to
enhance student learning” (p. 685). The data from this study provides suggestions on
how to implement some basic techniques that will connect classroom-based learning
with internship experiences in ways that enhance theory-to-practice learning and
leadership development. Many of these recommendations can be implemented by
taking advantage of the numerous missed opportunities that currently occur within
SAGPPs.
Leadership educator identity.
Students who have faculty and supervisors with a strong identity as
leadership educators are the most satisfied with how their SAGPP supports their own
leadership development. Since all of the faculty and supervisors I interviewed
believe that leadership is an important learning outcome and a necessary skill for
effectiveness as a professional, they would hopefully be open to discussing ways in
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Faculty and supervisors should be reminded of their role as leadership
educators and that leadership can be, and needs to be, discussed in numerous
contexts. Several of the faculty I spoke with, on both campuses, commented on how
the interview with me allowed them to reflect upon their role in the leadership
development of their students. More than one said that they enjoyed taking the time
to think about the topic and that it would be beneficial for them to do so more often.
SAGPPs could create a regularly occurring opportunity for faculty and
supervisors to come together and discuss leadership. ECSU used to host this type of
event each year and the supervisors who had attended in the past express how much
they now miss it. This would have been a prime venue for discussing leadership
educator identities. Most faculty at MU have one-on-one meetings with the SPO
supervisors, but there would be great benefits from bringing everyone together at the
same time. When faculty and supervisors are explicitly aware of their roles as
leadership educators, it impacts several of the other implications below. For
example, faculty and supervisors with a strong leadership educator identity spend
more time in class and in the SPO sites addressing topics related to leadership
development, the supervisors feel more connected to the SAGPP and the students’
educational experiences, and the amount of feedback and time for reflection on
leadership development is increased. This identity as a leadership educator is critical
if SAGPPs want to maximize the students’ opportunities for leadership development.

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Time spent talking about leadership.
Everyone I spoke to believes leadership is essential to be successful in
student affairs. The literature supports this belief, and also shows that new
professionals are entering the field without sufficient leadership knowledge and
skills. Students at both sites reported that they would like more exposure to
leadership theory and more time in their SAGPP devoted to leadership development.
Students need to have a regular time and place to talk about their leadership
experiences. One of the greatest ways to do this is to strengthen the sense of identity
as a leadership educator in the faculty and supervisors. This will automatically
increase the frequency and quality of conversations with students related to
leadership development.
Leadership can also be omnipresent in the classroom. Both programs studied
require a leadership course and also offer at least one leadership elective. However,
programs can find ways to incorporate leadership development across the
curriculum. Leadership is an overarching goal for students in SAGPPs and because
leadership is about how things are done, as opposed to what gets done, it can provide
a framework for discussing a wide variety of topics such as assessment, legal issues,
college environments, crisis response, identity development, and college impact.
Embedding leadership into already existing topics means that it is not necessary to
taking something away from the existing curriculum to make room for leadership;
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Talking about leadership experiences can help a student with all components
of the leadership development model. After presenting a problem in class, faculty or
peers might share new theoretical knowledge with the student. Alternately, the
faculty member could assign the dilemma as an in-class case study which would
provide an opportunity for skill building. Feedback, from faculty or peers, is a very
real possibility resulting from a shared problem. Of course, all of these activities also
lead to reflection which is vital to the leadership development process. If supervisors
or faculty are looking for suggestions as to how to design the SPO class or create a
more structured supervision experience, the model by Boyatzis (figure 3) seems like
a great place to start. As students move from identifying the ideal self and then the
real self, creating a learning agenda, and experimenting with new behaviors,
thoughts, and feelings, awareness of this model will create a more intentional
environment for leadership development. It will also ensure that supervisors
regularly revisit the idea that the SPO should be more than a part-time job; it is a
significant part of the students’ learning experience.
Supervisors must understand that leadership development is an explicit and
expected learning outcome for SPO students. Most supervisors feel it is an implied
expectation (by the SAGPP) or personally place a high value on leadership
development. These supervisors were better at fostering the leadership development
of their students than were the supervisors who seemed solely focused on the
practical responsibilities of the work to be done. Supervisors should be selected
because they are committed to and able to contribute to the leadership development

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of their students and because they have a clear identity as a leadership educator.
Supervisors must have regular ongoing conversations about the students’ leadership
development. The CCL model of developmental experiences (figure 4) can be used
to structure the students’ experiences as well as the one-on-one conversations
between the student and supervisor. This will ensure that the students are receiving
the appropriate level of assessment, challenge, and support needed to foster
leadership development. It will take more of the supervisors’ time to talk about how
students are performing as leaders, but time spent working on these skills early in the
students’ tenure will pay off later in enhanced leadership abilities. Keeping the
educational component of the students’ experiences in the forefront of the
supervisors’ minds will also help foster a stronger connection between the
supervisors and the SAGPP.
Supervisors’ connection to the faculty and the SAGPP.
Very few supervisors report feeling a strong connection to the SAGPP. The
exceptions are former students of the SAGPP and supervisors who are also adjunct
faculty. However, most supervisors report a desire to be more connected to the
program. They feel that a stronger relationship would help them work with students
on theory-to-practice connections related to leadership development. Students feel a
rift (in their theory-to-practice learning) when this relationship is not present.
Almost all of the faculty advisors at MU set up formal meetings with each
student’s supervisor. Faculty, supervisors, and students alike report the positive
benefits of these meetings. This is an excellent model for SAGPPs and is a low-cost

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way to significantly enhance the students’ experiences. Supervisors will gain both a
better understanding of the academic expectations of the program and better
relationships with the SAGPP faculty. Faculty and supervisors will feel more
comfortable collaborating to address problems with the student. Faculty will have a
better sense of the students’ work expectations and of the context in which that work
is being done. Students at MU and ECSU enjoy the merging of their in-class and out-
of-class worlds and it is promising that this would be a likely outcome on other
campuses willing to implement these types of meetings.
East Coast State University used to have a formal annual meeting for the SPO
supervisors but has recently stopped hosting these events. Supervisors who had
participated in those events spoke positively of the benefits of getting to know the
faculty and learning about the program’s expectations for supervisors. Several
expressed a desire to revive this tradition. Ending these meetings did not seem to be
an intentional decision; rather it appeared to be something that got lost under the
burden of competing priorities. An annual meeting could be used in lieu of or in
addition to the personal meetings between faculty and supervisors. An ideal model
would include both.
Students benefit when the supervisors are connected to the faculty and the
program. SAGPPs should be designed so that they provide opportunities to develop
and sustain these relationships. Developing these relationships can also be useful in
terms of evaluating supervisors’ abilities to serve as leadership educators. Meetings
like those at MU would allow faculty to determine if the student is satisfied with the

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level of mentorship he or she is receiving from the supervisor and then to make
recommendations concerning the supervisor’s ability to serve in that role for the
following year. The importance of at least one trusting relationship is discussed in
the following section.
Significant relationships.
Having a strong relationship with at least one faculty, supervisor, or mentor is
vital to the leadership development process. Conger (1992) calls this person a
“coach.” This relationship is important because it provides the student with much
needed feedback as well as a “safe” place to talk about mistakes or lessons learned
the hard way. However, McCauley and Douglas’ (2004) work on developmental
relationships reminds us that even if a student has a mentor or coach, it is unlikely
that all of the student’s developmental needs can be met by one person.
A developmental network is also critical to assisting students with navigating
the leadership development process. My research demonstrates that students must
have at least one significant relationship. However, the students who were most
satisfied with their leadership development education were those who had multiple
significant relationships. The two sites I visited both use a cohort model so that
students have an easily identifiable peer group. MU admits a larger number of
students each year, but breaks the larger cohort up into small groups for the SPO-
linked cohort. Ultimately, students in both programs spend a significant amount of
time in groups of about 12-15. This seems to be an effective group size for SAGPPs.

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There should be a formal mechanism in place to 1) identify if the student has
found a coach and if not, 2) assist the student with finding someone. This type of
assessment should occur more than once during the student’s program because
relationships are dynamic and the student’s needs change. Students should
understand the importance of connecting with someone as a coach or mentor. They
should also understand that this type of relationship takes some time to build. The
policy at MU states that if a student does not feel a strong connection with their
assigned advisor, or if they develop a bond with another faculty member, they are
free to change advisors. This seems like a good policy and more than one student I
spoke with had taken advantage of that provision. However, neither program has a
method in place to assist students with finding a mentor or other person to serve as a
guide during the student’s tenure in the SAGPP. If the students choose to seek out a
new mentor, they must find that person on their own.
If at the end of each semester (or at any time during the program), students
report that they do not feel as if they have a coach or mentor, their advisor should
develop a plan to help them find someone to fill this role. Faculty within a SAGPP
are generally well-connected to each other, but faculty who are also well-connected
with student affairs administrators will be most successful in helping students find a
mentor. To assist with this process, a mentoring network could be created with a list
of faculty and student affairs professionals who are willing to serve as leadership
coaches.

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Feedback and reflection.
Faculty members are already designing class assignments in ways that
provide students opportunities to practice leadership. However, students are not
receiving feedback on their participation in the leadership process, which translates
into lost opportunities for additional reflection. Both of these components are
essential to the leadership development process. Students should be assessed on how
group projects are completed (in addition to what was produced). This is a perfect
place to supplement the faculty member’s feedback with feedback from peers.
Goleman et al. found that peer feedback has the “most predictive validity of a
leader’s actual effectiveness” (2002, p. 136). This feedback will greatly increase the
learning gained from each project.
The programs on both campuses have a formal committee system that
includes students in roles such as planning events, orientation of new students, and
recruitment of potential students. Similar to the group projects in class, students do
not receive feedback on their contributions to the leadership process as members of
these committees. However, these committees are a valuable opportunity for faculty
to witness leadership in action and provide concrete feedback to the students. In
addition, peer feedback could also be collected about students’ performance on these
committees.
Supervisors should be expected to serve as leadership role models and make
leadership a part of the formal evaluation process. Leadership should also be an
ongoing topic of discussion in the workplace. Once the supervisors have discussed

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how to be effective leadership educators and been given clear expectations from the
SAGPP, a method should be implemented to ensure that this training is occurring.
Creation of an evaluation tool by the SAGPP, for use in the internship settings, that
specifically covers leadership knowledge, skills, and competencies would be very
useful. These evaluations should be reviewed with the student by the supervisor and
then again with a faculty member. These evaluation meetings should occur at least
once a semester. Including leadership on these tools ensures that conversations will
occur regarding the student’s development as a leader.
Reflection is a common technique used in both programs. It is used in the
form of evaluations, self-assessments, journaling, and through conversations.
Students, for the most part, find written reflections useful. However, students did
express different preferences for how they like to receive feedback on their
reflections. Some preferred written comments and others preferred to discuss the
reflections verbally. Students were unanimously disappointed when they did not
receive any feedback on their reflections.
Reflection on leadership should be built into the self-evaluations the students
complete each semester. In addition to simply asking students to reflect on their
experiences, the use of “mental rehearsal,” as a method to improve skill-based
teaching (Goleman et al., 2002), could be incorporated into reflective assignments.
These assignments would ask a student to reflect on a past experience and “mentally
rehearse” a different way to address a similar problem in the future. In order to learn
from experience and observations, reflection must occur (Kolb, 1984). These self-

174
assessments should be reviewed with the student by a faculty member and a
supervisor at least once a semester. These conversations should be cumulative and
should discuss where and how the student has grown, as a leader, over time.
The major findings from the data in chapter IV led directly to the
implications proposed above. These implications would greatly enhance the
leadership development of students enrolled in SAGPPs. By putting some or all of
these ideas into practice, a significant impact could be made in the degree to which
new professionals enter the field of student affairs ready to face the leadership
challenges which await them.
Contributions to the Literature
This study was conducted to help fill a void in the literature. Very little is
known about how students enrolled in SAGPPs learn to be leaders. Judy Rogers
conducted a study in the late-1980s that explored a similar topic. She found that
leadership was an objective of SAGPPs, but not always a primary one. My study
demonstrates that leadership is seen as a very important learning outcome for
SAGPP students. While today’s faculty still believe that the majority of leadership
development comes from participating in the SPO, they understand that faculty play
an important role in fostering leadership development. The study by Rogers (1991,
1992) explored the perceptions of faculty and students, but did not include SPO
supervisors. However, in her study students cited supervisors as the person most
influential in their leadership development (Rogers, 1992). My study did include
supervisors and it is clear that supervisors do play a vital role in the leadership

175
development of SAGPP students. What remains true today, as compared to Roger’s
data from twenty years ago, is that the link between SPOs and coursework is still, for
the most part, “indirect, informal, and implicit” (Rogers, 1992, p. 178).
This study did produce findings that are new and have not yet been written
about in the literature. Two of the most significant and original findings are the value
of verbal processing and the importance of faculty and staff identifying as leadership
educators. Verbal processing appears to be a new concept in leadership development.
What was clear from my research is that students have a strong need to talk about
their leadership experiences. The students attribute a great deal of their leadership
growth to the conversations they have with faculty, supervisors, and peers. Programs
invested in leadership development should make sure students are provided with
plenty of opportunities for verbal processing. Verbal processing is also intimately
connected to the idea of faculty and supervisors having a strong leadership educator
identity. A strong identity as a leadership educator leads to more conversations about
leadership.
We now know that the model of knowledge acquisition, skill-building,
feedback, and reflection does foster leadership development in the SAGPP context.
We also know that this process is greatly enhanced when faculty and supervisors
have a strong sense of their role as leadership educators. Additionally, we know that
the model works best when students spend a significant amount of time verbally
processing their learning experiences. Written feedback and reflection are useful, but
they must be supplemented with ample opportunities for students to talk with faculty,

176
supervisors, peers, mentors, and advisors. The developmental network (McCauley &
Douglas, 2004) is an effective mechanism for fostering these conversations. Of
course, these finding also uncover many, as of yet, unanswered questions and lead to
new avenues for research.
Suggestions for Future Research
This study took place on two campuses. They were selected based on expert
recommendations, but it would be impossible for two campuses to reflect the
diversity of SAGPPs that exist within the United States of America. A larger sample
that covers a greater diversity of SAGPPs would be beneficial in future research.
Additionally, I was only able to meet with roughly 10% of the student population at
each campus. While these students’ comments were generally consistent with those
of their peers within and between sites, a broader sample would allow for more
generalizable results.
Students enrolling in SAGPPs enter with existing leadership knowledge and
skills. The data indicated that students in the SAGPPs believe they are developing as
leaders as a result of being in the SAGPP, but the degree to which this is occurring
was unclear. A longer study that assessed students at the beginning and end of the
two-year program would provide richer data. It would also be beneficial to observe
more classes connected to leadership and potentially observe one-on-one meetings
between students and their supervisors, advisors, and mentors. Due to the timing of
my site visit, I was unable to observe several of the courses connected to leadership.
Because I was only on each campus for three days, I did not have time to observe

177
any one-on-one meetings between students and faculty or supervisors, If these
observations could occur over a longer period of time, the researchers would gain a
much better understanding of how theory-to-practice connections are being made in
the classroom, in the SPOs and with advisors/mentors.
How faculty and supervisors view themselves as leadership educators has a
significant impact on students’ leadership development. It was unclear from my
research how the faculty and supervisors developed this identity. Qualitative research
could be done to explore how and where this identity is developed. Interviews with
SAGPP faculty and supervisors would provide thick, rich data that could be used to
identify methods or techniques to strengthen this type of identity. This would be
useful information for those who lead SAGPPs because it would provide them with
techniques to foster a leadership educator identity among those who teach and
supervise SAGPP students.
It was clear that the SPOS and the SPO-linked courses provided a necessary
place for students to learn and talk about leadership experiences. What is not yet
known is how SPOs can be structured in ways that intentionally promote leadership
development. The students’ need to learn is often in conflict with the supervisors’
need for work to be done (and to be done well). Using expert recommendations, a
multi-site case study could be conducted to explore SAGPPs that have found a way
to balance these competing priorities. The study should seek to discover if the way
the SPO positions are funded have any impact on how much time can be devoted to a
student’s leadership education. Researchers should also explore what makes SPO-

178
linked courses most impactful and attempt to determine the most effective ways to
link these classes to the SPO experiences. A study of this type would be useful to
SAGPP faculty and supervisors who could utilize the information to design their
SPOs and SPO-linked courses in ways that intentionally foster leadership
development.
The value of significant relationships was an important finding. It is evident
that students need a safe and yet also challenging mentor or coach to guide them
through the leadership development process. The idea of leadership being enhanced
by significant relationships is not new (Boyatzis, 1999; McCauley & Douglas, 2004),
but we do not yet know what qualities make a good leadership development mentor
for SAGPP students. The two programs I studied had very different methods for
assigning and advising students. Because mentoring and advising was not one of my
main research questions, I did not fully explore these differences. However,
preliminary findings indicate that the best advising relationships are those that
involve not only regular on-going meetings, but also frequent, informal interactions.
Research could be conducted to examine which roles from the CCL model
(McCauley & Douglas, 2004) are necessary or most impactful to SAGPP students. It
would be helpful to explore differences between faculty mentors and administrator
mentors, as well as differences between assigned mentors and those who are sought
out by students. Additional research could investigate if there is any significant
advantage to having a mentor who is able to offer feedback on leadership that was

179
directly observed. This information would be useful to SAGPPs and potentially offer
suggestions for how to maximize the student-advisor relationship.
Another really interesting finding is the importance of verbal processing. The
leadership development models from chapter II pointed to a model that used
knowledge acquisition, skill-building, feedback, and reflection. This study supports
those four mechanisms, but implies that verbal processing may be a fifth component.
This verbal processing is not something that is explicitly addressed anywhere in the
leadership development literature. It may be a unique need of SAGPP students.
Further study should be done into why this mechanism is so important and what
methods make it most effective. Because this type of processing may not be
occurring in all SAGPPs, or may be occurring to vastly different degrees, it could be
useful to compare programs that do not provide this type of dialogue with those that
offer a significant amount of opportunities for verbal processing. Of great use to
those who work in SAGPPs would be the knowledge of how best to structure these
conversations and how to successfully build them into an existing program. Research
could also be conducted outside of SAGPPs to discover if verbal processing is
relevant in other educational environments or leadership development settings.
Finally, neither program had a well-developed method for faculty and
supervisors to collaborate in a way that enhanced theory-to-practice learning.
Qualitative, comparative case studies could be conducted to explore how students
benefit from enhanced collaboration between SAGPP faculty and supervisors and
ways in which these two groups of leadership educators could work together to

180
maximize the leadership development of their students. The impact of using student
affairs administrators as affiliate faculty and/or co-instructors should also be
explored. This knowledge could be used to enrich existing relationships between
SAGPP faculty and SPO supervisors in ways that would further cultivate students’
leadership development.
Conclusion
Leadership is more than a “hot topic” in student affairs administration; it is an
essential skill for professionals at all levels. Student Affairs Graduate Preparatory
Programs have a unique opportunity, as well as an obligation, to provide an
education that enhances the leadership development of enrolled students. This study
was designed to determine how and where students in SAGPPs learn the theoretical
constructs and practical applications of leadership. This learning is occurring in the
classroom, the SPO sites, through participation in extracurricular activities, and
through significant relationships. The mechanisms for how the learning occurs, for
the most part, follow the models discussed in chapter II: knowledge acquisition,
skill-building, feedback, and reflection. One additional mechanism, verbal
processing, seemed to be highly impactful for SAGPP students as well.
If a SAGPP wants to design a program that seeks to foster students’
leadership development, leadership should be an explicit learning outcome and an
intentional plan for how leadership development can best be fostered should be
created. Faculty and supervisors must understand the role they play as leadership
educators and as leadership role models. And, perhaps most importantly, the

181
interpersonal and intrapersonal dimensions of leadership must be recognized and
supported. This includes ensuring that students develop at least one significant
mentor-like relationship and students are provided with the time and space to
verbally process the leadership knowledge and experiences they gain during their
time in the SAGPP. Through the intentional structuring of the program design and
the curriculum, as well as making an explicit commitment to leadership
development, students will have the opportunity to gain the knowledge and skills
they will need to become effective leaders in higher education.

182
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nd
Ed, (pp.204-
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Waple, J. N. (2006). An Assessment of Skills and Competencies Necessary for
Entry-Level Student Affairs Work. NASPA Journal, 43, 1-18.

Winston, R. B., Creamer, D. G., Miller, T. K., and Associates (Eds.). (2001). The
professional student affairs administrator: Educator, leaders, manager. New
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Leadership and Organizational Studies, 1, 2, 73-93.

Yin, R. K. (1994). Case study research design and methods. Thousand Oaks, CA:
Sage Publications.

Young, D. G. and Janosik, S. M. (2007) Using CAS standards to measure learning
outcomes of student affairs preparation programs. NASPA Journal, 44, 2,
341-366.

192
Appendix A
ACPA Leadership and Management/Administration Professional Competencies

Table A1: Resource Management Competencies

From Through To
Facilities
management
Basic ability to
effectively and
appropriately utilize
facilities management
procedures as related to
operating a facility or
program in a facility.
Effective development
and management of
facilities, policies,
procedures, processes,
human resources and
materials.
Ability to assess facilities
resources (people, space,
materials) in regard to
institutional or divisional
long range planning and
budget processes.
Fiscal
management
Basic accounting
techniques for budgeting,
monitoring and
processing expenditures.
Appropriate use of fiscal
resources assigned to
area.
Advanced accounting
techniques that include
forecasting, efficient use
of fiscal resources, and
interpretation of financial
reports.
Ability to develop long
range budgets that
creatively and ethically
apply fiscal resources to
the needs and priorities of
the unit/ division or
organizational level.
Technology
management
Ability to utilize
technological resources
in respect to maximizing
the efficiency and
effectiveness of one’s
work.
Demonstrated ability to
identify and allocate
technological needs of
unit. Maintain a level of
technical knowledge that
allows one to use skills
acquired and to identify
new technological
advances appropriate to
the nature of work in the
unit.
Demonstrated ability to
discern the pace in which
technological advances
should appropriately be
incorporated into
organizational life (with
students, staff and other
constituents).
“Green”
management
Gain a basic
understanding of best
practices regarding
environmentally
sensitive issues and how
one’s work occurs
around efforts of
sustainability.
Demonstrated ability to
construct unit’s operation
to function in an
environmentally aware
fashion.
Champion sustainability
efforts within unit and
across the organization;
facilitate institutional
support for broadening
sustainability efforts.

193
Table A2: Human Resources Competencies

From Through To
Conflict
management
Develop an
understanding of the
basic premises that
underlies conflict in
organizational and
student life and the
constructs utilized for
facilitating conflict
resolution in these
settings.
Demonstrated ability to
resolve conflict in the
unit or with those
constituents that
members of the unit
interact with (including
students).
Demonstrated ability to
manage conflict at a level
of complexity where often
multiple entities are at
odds by leading groups to
an effective and fair
resolution.
Team-
building
Become familiar with the
basic fundamentals of
teamwork and team-
building in one’s work
setting.
Apply techniques of
team-building to foster
team identity in the
completion of work at
various levels of the unit
and division.
Promote teamwork and
facilitate team-building
across units and foster a
positive work climate.
Motivation Basic understanding and
application of
introductory
motivational techniques
with students, staff and
others.
Demonstrated
understanding and
successful application of
a range of avenues
available for motivating
others.
Demonstrated ability to
implement strategies for
motivating individuals and
groups that are challenged
with elements of campus
life disengagement, apathy
and/or aspects of decline
of morale.
Supervision Demonstrated familiarity
in basic tenets of
supervision and possible
application of these
supervision techniques.
Demonstrated
applications of
appropriate advanced
techniques for
supervising poor
performance, marginal
performance and
exceptional staff.
Demonstrated ability to
effectively intervene with
employees (whether
individual or groups) in
regard to performance
issues, morale, behavior
expectations, and conflict.
Hiring Develop a basic
understanding of
appropriate hiring
techniques and
familiarity with
institutional hiring
policy, procedures and
processes.
Demonstrated ability to
implement appropriate
and effective recruitment
strategies, interview
protocols and decisions
regarding selection of
staff.
Demonstrated ability to
develop hiring strategies
that encourage individuals
from under-represented
groups to apply for
positions.

194
Table A3: Organizational Development Competencies

From Through To
Planning &
organizing
Develop fundamental
skills and knowledge
base in planning and
organizing one’s work
in the context of
institutional priorities
and individual
performance
objectives.
Demonstrated ability to
effectively plan and
organize unit’s resources
in the support of unit’s,
division and/or
institutional goals and
objectives.
Development and
promotion of a shared
vision that drives unit and
institutional short term
and long term planning
and the ongoing
organizing of work.
Cultural
landscape
Develop an
understanding of
institutional traditions,
mores, and
organizational
structures (hierarchy,
networks, governance
groups).
Demonstrated ability to
assess strengths and
weaknesses in the
cultural landscape and
understand how the
landscape influences
campus decision-making,
change and institutional
planning, goal setting
and organizational
improvement.
Ability to carefully assess
on-going shifts in the
cultural landscape as it
affects the work of student
affairs and how these
shifts lead to developing
and implementing
organizational strategies
that reflect one’s
understanding of the
impact of these strategies
on the landscape.
Political
landscape
Develop an
understanding of the
factors that influence
others to act in the
organization; factors
include policies,
hierarchy, networks,
governance, goals,
agendas and resource
allocation processes.
Demonstrated ability to
fully participate in the
process of influencing
others to act in a manner
that facilitates the goals
of the unit and/or the
organization. The process
of influence includes the
ability to actively
participate in informal
and formal networks that
influence the work of
organizational life.
Demonstrated
understanding of the
ambiguities inherent in
the political processes that
facilitates both work and
organizational
improvement; and thus
apply this knowledge in
the on-going competition
of acquiring resources for
the unit/division/campus.
Types of
leadership
Acquire a basic
understanding of
various constructs of
leadership and
leadership styles that
include but not limited
to symbolic, expert,
relational, and
inspirational.
Demonstrated ability to
compare and contrast
various leadership
theories and research and
able to determine how to
best apply appropriate
models to various
situations in
organizational life
Demonstrated ability to
lead, motivate, influence,
inspire, and enable others
to contribute toward the
effectiveness and success
of the organization.

195
Table A3, Continued

Change Acquire basic
understanding and
application of
implementing change
in organization (e.g.,
policy approval
processes, role of
campus decision-
makers in the change
process).
Demonstrated
understanding of
affecting change which
thus leads to actions that
advances the department
and/or institutional goals
and objectives.
Demonstrated
understanding of how to
identify key stakeholders,
how to facilitate
collaborative processes,
and how to garner
decision-maker support
(internal/external) that
effects significant and/or
complex change on
campus.
Goal Setting Know and articulate
the process necessary
for identifying
individual and
organizational goals.
Demonstrated ability to
successfully identify and
implement unit goals and
objectives (action plans)
that supports aspects of
the overall mission and
vision of the institution.
Demonstrated ability to
facilitate on-going
development,
implementation and
assessment of goal
attainment at the unit
and/or institutional level
that is congruent with
institutional mission and
strategic plans.
Organizational
Improvement
Develop a basic
understanding of the
values and processes
that leads to
organizational
improvement.
Demonstrated ability to
facilitate continuous
improvement strategies
and techniques that leads
to improvement at the
unit level.
Demonstrated ability to
lead organizational
improvement across units
and divisions of the
organization.

196
Social Responsibility/Civic Engagement
Description
Basic
One must be aware and have knowledge of:
• Major public policy issues, debates and decisions at the national, state and
local levels (e.g., national security, immigration, environmental protection,
health care).
• Philosophical, political, demographic, economic, and social justice issues
relating to higher education at the national, state, and local levels.
• Major campus policy and strategy issues, debates and decisions (to the extent
that information about them is available).

One must be able to:
• Make and model active, effective contributions to the well-being of
communities (campus, local, professional, state and/or national), including
contributions beyond the requirements of one's job description.
• Exhibit informed confidence in the capacity of ordinary people to pull
together and take practical action to transform their communities and world.

Intermediate

One must be aware or have knowledge of:
• The various ways of encouraging students' civic engagement, including the
strengths and limitations of these methods.

One must be able to:
• Recognize systemic barriers to student development on a particular campus.
• Create environments that encourage students to view themselves as having
the potential to make meaningful contributions to their communities
(residence hall, campus, local, state and/or national).
• Design and implement programs that promote students' civic engagement,
both as citizens of the campus community and as members of communities
beyond the campus.
• Envision, plan, organize, and help to drive and learn from social/institutional
change initiatives aimed at improving culture, policies and/or practices on
campus.

197
Advanced
One must be able to:
• Envision, plan, organize, drive, and learn from social/institutional change
initiatives aimed at improving culture, policies and/or practices in
communities beyond the campus.

198
Appendix B
Emails sent to CSP-Talk List and to Case Study Sites

EMAIL to CSP-Talk listserv
Hello,
My name is Kelly Nelson and I am a doctoral student at the University of Southern
California, working under the guidance of Dr. Adrianna Kezar. I am conducting
research for my dissertation which explores how student affairs graduate preparatory
programs teach the theoretical constructs and practical applications of leadership. I
am focused on the experiential learning components of these programs and their
connection to the formal curriculum.

For the purposes of this study, leadership is defined as a relational process, involving
influence and based upon mutual goals, where people work together to create or
respond to change.

I am seeking your help in identifying cases of exemplary masters programs that have
been intentionally designed to promote theory-to-practice learning in the area of
leadership development. I would greatly appreciate your recommendations
concerning programs that you believe are excelling in this area.

Thank you,
Kelly Nelson
Doctoral Student
University of Southern California
Kelly.Nelson@usc.edu

199
Appendix C
Interview Protocol for Program Directors

Thank you for agreeing to participate in this interview/focus group. This research
study seeks to explore how student affairs graduate preparatory programs teach the
theoretical constructs and practical applications of leadership. For the purposes of
this study, leadership is defined as a relational process, involving influence and
based upon mutual goals, where people work together to create or respond to change.

I will be tape-recording this interview/focus group. You are not obligated to answer
any questions and you may choose to end this interview at any time. I will use a
coding system to mask your identity in the data analysis and written report. Your
answers will not be shared with other participants of this study. When this study is
completed, you will have access to general findings and recommendations.

By agreeing to participate in this interview/focus group, you are consenting to
participate in this research project, including having your answers recorded for data
collection and analysis purposes. Are there any procedural questions before we
begin?

How long have you been in your current position? B
What classes do you personally teach in the _________ program? B
Do you think leadership development is an important topic for your students? O
If so, why and how do you think it should be taught? O
How and where are your students exposed to leadership theory and/or skills and
competencies?
1
Are the specific courses taught? 1
If so, are there courses required? 1
If so, what can you tell me about the specific content of those courses? 1
Do you know of any particular leadership theories that are taught? 1
Are there any specific leadership competencies that you think your students will
need to develop before they graduate?
1
If so, how does your program help them develop those skills? 1
How do you assess if they have learned them? 1

200
How and where do your students have the opportunity to apply their theoretical
knowledge or practice their leadership skills/competencies?
2
Do you have required internships/assistantships/practicums? 2
Is there a course connected to the assistantship? 2
If so, how often does it meet? 2
What are the learning objectives of the course? 2
Do they receive any leadership training in their assistantships? 1
How and where is the leadership development of your students assessed? 3
In what ways do you or does your program try to maximize the theory-to-practice
connections for your students?
4
In what ways do your program faculty collaborate with the assistantship supervisors
to enhance the theory-to-practice connections for your students?
4
Are you planning on making any future changes, in your program, to how you teach
leadership development to your students?
O

KEY: B=background information/rapport building questions, O=Overarching Research
Question: “How do we teach the theoretical constructs and practical applications of
leadership to students in student affairs preparatory programs?, 1=How and where are
students taught leadership theory?, 2=How and where do students have the opportunity to
apply that knowledge?, 3= How and where is the leadership development of SAGPP
students assessed? 4=How have preparatory programs been intentionally designed to
promote theory-to-practice learning in the area of leadership development?

201
Appendix D
Group Interview Protocol for Faculty

Thank you for agreeing to participate in this interview/focus group. This research
study seeks to explore how student affairs graduate preparatory programs teach the
theoretical constructs and practical applications of leadership. For the purposes of
this study, leadership is defined as a relational process, involving influence and
based upon mutual goals, where people work together to create or respond to change.

I will be tape-recording this interview/focus group. You are not obligated to answer
any questions and you may choose to end this interview at any time. I will use a
coding system to mask your identity in the data analysis and written report. Your
answers will not be shared with other participants of this study. When this study is
completed, you will have access to general findings and recommendations.

By agreeing to participate in this interview/focus group, you are consenting to
participate in this research project, including having your answers recorded for data
collection and analysis purposes. Are there any procedural questions before we
begin?

How long have you been teaching in a Student Affairs/Higher Ed prep program? B
What classes do you personally teach in the _________ program? B
Do you think leadership development is an important topic for your students? O
If so, why and how do you think it should be taught? O
How and where do you expose your students to leadership theory and/or skills and
competencies?
1
Do you teach any particular leadership theories? 1
Are there any specific leadership competencies that you think your students will
need to develop before they graduate?
1
If so, how do you help them develop those skills? 1
How do you assess if they have learned them? 1
How and where do you provide your students the opportunity to apply their
theoretical knowledge or practice their leadership skills/competencies?
2

202

Do you utilize any experiential learning techniques in the classes you teach? 2
If so, please describe these techniques/activities 2
How do you assess the leadership development of your students? 3
In what ways do you or does your program try to maximize the theory-to-practice
connections for your students?
4
What is your role in the students’ assistantships? 4
In what ways do you collaborate with the assistantship supervisors to enhance the
theory-to-practice connections for your students?
4
Are you planning on making any future changes in terms of how you teach
leadership development to your students?
O

KEY: B=background information/rapport building questions, O=Overarching Research
Question: “How do we teach the theoretical constructs and practical applications of
leadership to students in student affairs preparatory programs?, 1=How and where are
students taught leadership theory?, 2=How and where do students have the opportunity to
apply that knowledge?, 3= How and where is the leadership development of SAGPP
students assessed? 4=How have preparatory programs been intentionally designed to
promote theory-to-practice learning in the area of leadership development?

203
Appendix E
Group Interview Protocol for Supervisors

Thank you for agreeing to participate in this interview/focus group. This research
study seeks to explore how student affairs graduate preparatory programs teach the
theoretical constructs and practical applications of leadership. For the purposes of
this study, leadership is defined as a relational process, involving influence and
based upon mutual goals, where people work together to create or respond to change.

I will be tape-recording this interview/focus group. You are not obligated to answer
any questions and you may choose to end this interview at any time. I will use a
coding system to mask your identity in the data analysis and written report. Your
answers will not be shared with other participants of this study. When this study is
completed, you will have access to general findings and recommendations.

By agreeing to participate in this interview/focus group, you are consenting to
participate in this research project, including having your answers recorded for data
collection and analysis purposes. Are there any procedural questions before we
begin?

How long have you worked in Student Affairs/Higher Education? B
How long have you been supervising graduate students? B
How many students do you supervise?
Do you think leadership development is an important topic for your students? O
If so, why and how do you think it should be taught? O
How and where do you expose your students to leadership theory and/or skills and
competencies?
1
Do you teach any particular leadership theories? 1
Are there any specific leadership competencies that you think your students will
need to develop before they graduate?
1
If so, how do you help them develop those skills? 1
How do you assess if they have learned them? 1
How and where do you provide your students the opportunity to apply their
theoretical knowledge or practice their leadership skills/competencies?
2

204
Do you observe your students in settings where they are practicing leadership skills? 3
Do you provide your students feedback on their leadership skills? 3
If so, please describe when and how this occurs. 3
In what ways do you try to maximize the theory-to-practice connections for your
students?
4
What is your role in the students’ assistantship coursework? 4
In what ways do you collaborate with the program faculty to enhance the theory-to-
practice connections for your students?
4
Are you planning on making any future changes in terms of how you teach
leadership development to your students?
O

KEY: B=background information/rapport building questions, O=Overarching Research
Question: “How do we teach the theoretical constructs and practical applications of
leadership to students in student affairs preparatory programs?, 1=How and where are
students taught leadership theory?, 2=How and where do students have the opportunity to
apply that knowledge?, 3= How and where is the leadership development of SAGPP
students assessed? 4=How have preparatory programs been intentionally designed to
promote theory-to-practice learning in the area of leadership development?

205
Appendix F
Group Interview Protocol for Students

Thank you for agreeing to participate in this interview/focus group. This research
study seeks to explore how student affairs graduate preparatory programs teach the
theoretical constructs and practical applications of leadership. For the purposes of
this study, leadership is defined as a relational process, involving influence and
based upon mutual goals, where people work together to create or respond to change.

I will be tape-recording this interview/focus group. You are not obligated to answer
any questions and you may choose to end this interview at any time. I will use a
coding system to mask your identity in the data analysis and written report. Your
answers will not be shared with other participants of this study. When this study is
completed, you will have access to general findings and recommendations.

By agreeing to participate in this interview/focus group, you are consenting to
participate in this research project, including having your answers recorded for data
collection and analysis purposes. Are there any procedural questions before we
begin?

How far along are you in your graduate program? B
Are you currently in an assistantship/internship/practicum? 2
If so, where are you working? B
What do you hope to do when you graduate? B
Do you think leadership development is an important topic for your academic
program?
O
If so, why and how do you think it should be taught? O
How and where are you exposed to leadership theory and/or skills and competencies? 1
Have you been taught any particular leadership theories? 1
Are there any specific leadership competencies that you think you will need to
develop before you graduate?
1
If so, how will you develop those skills? 1
How will you assess if you have learned them? 1

206
How and where have you been provided the opportunity to apply your theoretical
knowledge or practice your leadership skills/competencies?
2
How and where does this occur in your coursework? 2
How and where does this occur in your internship/job/etc… 2
Are there other places where this occurs? (student organizations, etc…) 2
How and where have you been given feedback on your leadership development? 3
In what ways does your program try to maximize your theory-to-practice
connections?
4
In your assistantship course, what is the role of your faculty and what is the role of
your supervisor?
4
In what ways do your faculty and supervisors collaborate to enhance your theory-to-
practice connections?
4
Do you think your program should make any changes in terms of how they teach
leadership development in your program?
O

KEY: B=background information/rapport building questions, O=Overarching Research
Question: “How do we teach the theoretical constructs and practical applications of
leadership to students in student affairs preparatory programs?, 1=How and where are
students taught leadership theory?, 2=How and where do students have the opportunity to
apply that knowledge?, 3= How and where is the leadership development of SAGPP
students assessed? 4=How have preparatory programs been intentionally designed to
promote theory-to-practice learning in the area of leadership development?

207
Appendix G
Observation Protocol

Are students being exposed to leadership theory? 1
If so, how and where? 1
If so, are specific theories of leadership mentioned? 1
Are students being taught leadership skills and competencies? 1
If so, how and where? 1
If so, are specific skills or competencies mentioned? 1
Are students being given the opportunity to apply leadership knowledge in ways
that enhance theory-to practice learning?
2
If so, how and where? 2
Is the leadership development of the students being assessed? 3
If so, how? 3
Are students using or being exposed to any of the five components of leadership
development?
4
Knowledge acquisition? 4
Skill-building? 4
Feedback? 4
Reflection? 4
Application of learning? 4

KEY: B=background information/rapport building questions, O=Overarching Research
Question: “How do we teach the theoretical constructs and practical applications of
leadership to students in student affairs preparatory programs?, 1=How and where are
students taught leadership theory?, 2=How and where do students have the opportunity to
apply that knowledge?, 3= How and where is the leadership development of SAGPP
students assessed? 4=How have preparatory programs been intentionally designed to
promote theory-to-practice learning in the area of leadership development?

208
Appendix H
Document Review Protocol

Does the document provide evidence that students are being exposed to leadership
theory ?
1
If so, how and where? 1
If so, are specific theories of leadership mentioned? 1
Does the document provide evidence that students are being taught leadership skills
and competencies?
1
If so, how and where? 1
If so, are specific skills or competencies mentioned? 1
Does the document provide evidence that students are given the opportunity to
apply leadership knowledge in ways that enhance theory-to practice learning?
2
If so, how and where? 2
Does the document provide evidence that the SAGPP has a method in place to
assess the students’ leadership development?
3
If so, in what ways? 3
Does the document provide evidence that the SAGPP has been intentionally
designed to promote theory-to-practice learning?
4
If so, in what ways? 4
Is there evidence of any of the five components of leadership development? 4
Knowledge acquisition? 4
Skill-building? 4
Feedback? 4
Reflection? 4
Application of learning? 4

KEY: B=background information/rapport building questions, O=Overarching Research Question:
“How do we teach the theoretical constructs and practical applications of leadership to students in
student affairs preparatory programs?, 1=How and where are students taught leadership theory?,
2=How and where do students have the opportunity to apply that knowledge?, 3= How and where is
the leadership development of SAGPP students assessed? 4=How have preparatory programs been
intentionally designed to promote theory-to-practice learning in the area of leadership development?

Abstract (if available)

Abstract As colleges and universities increase in complexity, so do the leadership demands of student affairs professionals. Today, entry-level professionals are expected to be competent leaders. As a result, student affairs graduate preparatory programs (SAGPPs) have an obligation to foster the leadership development of their enrolled students. This qualitative study explores how student affairs graduate preparatory programs (SAGPPs) teach the theoretical constructs and practical applications of leadership.

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Asset Metadata

Creator Nelson, Kelly Anne (author)

Core Title Leadership development in student affairs graduate preparatory programs

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 10/05/2010

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag graduate programs,leadership,leadership development,OAI-PMH Harvest,professional preparation,student affairs,student affairs graduate programs

Place Name USA (countries)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Kezar, Adrianna (committee chair), Johnson, Amy (committee member), Jun, Alexander (committee member)

Creator Email kelly.nelson@usc.edu,knelson@rossmed.edu.dm

Permanent Link (DOI) https://doi.org/10.25549/usctheses-m3493

Unique identifier UC1484520

Identifier etd-Nelson-4097 (filename),usctheses-m40 (legacy collection record id),usctheses-c127-420107 (legacy record id),usctheses-m3493 (legacy record id)

Legacy Identifier etd-Nelson-4097.pdf

Dmrecord 420107

Document Type Dissertation

Rights Nelson, Kelly Anne

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Repository Name Libraries, University of Southern California

Repository Location Los Angeles, California

Repository Email cisadmin@lib.usc.edu