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Moving Beyond Common Paradigms of Leadership : = Understanding the Development of Advanced Leadership Identity.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Moving Beyond Common Paradigms of Leadership :/
Reminder of title:	Understanding the Development of Advanced Leadership Identity.
Author:	Rocco, Melissa Lynn.
Description:	1 online resource (209 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
Contained By:	Dissertation Abstracts International79-01A(E).
Subject:	Higher education administration. -
Online resource:	click for full text (PQDT)
ISBN:	9780355301632

Moving Beyond Common Paradigms of Leadership : = Understanding the Development of Advanced Leadership Identity.
Rocco, Melissa Lynn.

Moving Beyond Common Paradigms of Leadership :Understanding the Development of Advanced Leadership Identity. - 1 online resource (209 pages)

Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.

Thesis (Ph.D.)--University of Maryland, College Park, 2017.

Includes bibliographical references

In both formal and informal ways, leadership is woven into the fabric of higher education. Developing students into leaders who meet the demands of an increasingly interconnected world is a message found in institutional mission statements, program objectives, and learning outcomes. As such, scholars highlight the need for using relational, process-oriented, and socially responsible leadership paradigms with college students (Dugan, Kodama, Correia, & Associates 2013; Dugan & Komives, 2010; Higher Education Research Institute, 1996). Yet, despite educator efforts, most college students maintain approaches consistent with leader-centric and hierarchical paradigms (Haber, 2012). In order to design interventions that broaden students' leadership perspectives, educators must better understand how students develop their understanding and practice of leadership.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355301632Subjects--Topical Terms:

1148709
Higher education administration.
Index Terms--Genre/Form:

554714
Electronic books.

Moving Beyond Common Paradigms of Leadership : = Understanding the Development of Advanced Leadership Identity.
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245 1 0 $a Moving Beyond Common Paradigms of Leadership : $b Understanding the Development of Advanced Leadership Identity.
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500 $a Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
500 $a Adviser: Kimberly A. Griffin.
502 $a Thesis (Ph.D.)--University of Maryland, College Park, 2017.
504 $a Includes bibliographical references
520 $a In both formal and informal ways, leadership is woven into the fabric of higher education. Developing students into leaders who meet the demands of an increasingly interconnected world is a message found in institutional mission statements, program objectives, and learning outcomes. As such, scholars highlight the need for using relational, process-oriented, and socially responsible leadership paradigms with college students (Dugan, Kodama, Correia, & Associates 2013; Dugan & Komives, 2010; Higher Education Research Institute, 1996). Yet, despite educator efforts, most college students maintain approaches consistent with leader-centric and hierarchical paradigms (Haber, 2012). In order to design interventions that broaden students' leadership perspectives, educators must better understand how students develop their understanding and practice of leadership.
520 $a The Leadership Identity Development (LID) Model (Komives, Longerbeam, Owen, Mainella, & Osteen, 2005, 2006) is a stage-based model demonstrating development toward interdependent notions of leadership, or, how a person moves beyond leader-centric paradigms toward more relational and process-oriented approaches. Though, research on what prompts development toward later stages of the model is limited, indicating the need for further exploration. The purpose of this study was to understand the factors and forces in educational experiences that contribute to advanced stages of leadership identity development. Case study methods were used to explore the experiences of seven participants with leadership identities consistent with the later stages of the LID Model.
520 $a Participant narratives indicate leadership learning immersion programs, peer facilitation experiences, and academic courses as transformational. Within these experiences, experiential learning, developmental sequencing, and learning about relational leadership broadened participants' leadership perspectives and practices. Participants with consistent engagement in leadership learning from adolescence through college developed advanced leadership identities earlier than other participants, and earlier than those in previous studies. In addition, aspects of social identity development influenced participants' development toward later stages of the LID Model.
520 $a Findings of this study suggest educators should focus on the value and timing of leadership learning in educational interventions throughout the lifespan, as well as the opportunity for students to cultivate leadership learning in others. Educators should also give further consideration to the interaction between social identity development and leadership identity development.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Higher education administration. $3 1148709
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710 2 $a University of Maryland, College Park. $b Counseling and Personnel Services. $3 1181618
773 0 $t Dissertation Abstracts International $g 79-01A(E).
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10285840 $z click for full text (PQDT)