Predicting the Individual Values of the Social Change Model of Leadership Development: The Role of College Students’ Leadership and Involvement Experiences

Haber, Paige; Komives, Susan R.

doi:10.12806/v7/i3/rf4

Cited by 51 publications

(77 citation statements)

References 23 publications

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“…The social change model, a widely cited model of student leadership in higher education (Haber & Komives, 2009), describes leadership as a purposeful, collaborative, values-driven process (Dugan & Komives, 2007). Its central principles -social responsibility and change for the common good -are assessed through eight core values that describe students' level of selfawareness and ability to work with others.…”

Section: Leadership Developmentmentioning

confidence: 99%

Using Involvement Theory to Examine the Relationship between Undergraduate Participation in Extracurricular Activities and Leadership Development

Foreman¹,

Retallick²

2013

Journal of Leadership Education

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This study examined the relationship between extracurricular involvement and leadership outcomes among traditional-age college seniors in the College of Agriculture and Life Sciences at Iowa State University. Authors collected data related to quantitative and qualitative aspects of involvement in extracurricular organizations. Further, they measured leadership, as an outcome, using the individual values scale of the Socially Responsible Leadership Scale (SRLS-R2). The number of clubs in which a student participated and served as an officer was associated with higher leadership scores. Findings identified a threshold of involvement that suggests the optimum number of clubs or organizations to be actively involved in is three to four. Disciplines Agricultural Education | Educational Assessment, Evaluation, and Research | Educational Leadership | Educational Methods CommentsThis article is from Journal of Leadership Education 12 (2013) AbstractThis study examined the relationship between extracurricular involvement and leadership outcomes among traditional-age college seniors in the College of Agriculture and Life Sciences at Iowa State University. We collected data related to quantitative (i.e., how much time a student spends on an activity) and qualitative (i.e., how focused the student is on the activity) aspects of involvement in extracurricular organizations. We measured leadership, as an outcome, using the individual values scale of the Socially Responsible Leadership Scale (SRLS-R2). The number of clubs in which a student participated and served as an officer was associated with higher leadership scores. We identified a threshold of involvement that suggests the optimum number of clubs or organizations to be actively involved in is three to four.

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Section: Leadership Developmentmentioning

confidence: 99%

Using Involvement Theory to Examine the Relationship between Undergraduate Participation in Extracurricular Activities and Leadership Development

Foreman¹,

Retallick²

2013

Journal of Leadership Education

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“…The SCM is a widely cited model of student leadership in higher education (Haber & Komives, 2009) For example, the social change model of leadership development, measured by the Socially Responsible Leadership Scale (SRLS-R2), is used in the Multi-Institutional Study of Leadership (MSL). This study, first conducted in 2006 and conducted annually since 2009, includes nearly 200 higher education institutions.…”

Section: Leadership Development Outcomesmentioning

confidence: 99%

Undergraduate Involvement in Extracurricular Activities and Leadership Development in College of Agriculture and Life Sciences Students

Foreman

Retallick

2012

JAE

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The purpose of this study was to identify and describe experiences of undergraduate extracurricular involvement that result in increased leadership development. Senior students in the College of Agriculture and Life Sciences at Iowa State University completed an online questionnaire about their extracurricular experiences. Leadership development was conceptualized using the social change model. The Socially Responsible Leadership Scale (SRLS-R2) group scale was used to access leadership group values, and the Omnibus SRLS-R2 was used to measure the overall leadership construct. Ninety-six percent of respondents indicated they were involved in an extracurricular activity, including 21% in the Greek system, 95% in clubs and organizations, and 29% in competitive teams. Students who reported serving as an officer of a club or organization and students who reported spending more hours per week in extracurricular clubs and organizations scored significantly higher on both the SRLS-R2 group and an Omnibus SRLS score.

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“…College women tend to have higher self-assessed measures of more contemporary approaches to leadership, which emphasize relationships and collaboration, than men (Dugan, Komives, & Segar, 2008;Haber & Komives, 2009;Shankman, Haber, Facca, & Allen, 2010). While their self-assessed leadership behaviors are found to be higher, college women tend to report lesser degrees of confidence, self-esteem, and efficacy in their leadership ability as compared to their male counterparts (Dugan & Komives, 2007;Offerman & Beil, 1992).…”

mentioning

confidence: 99%

The Delicate Balancing Act: Challenges and Successes Facing College Student Women in Formal Leadership Roles

Haber-Curran

2013

NASPA Journal About Women in Higher Education

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This qualitative study focused on the successes and challenges experienced by four undergraduate college women while holding top leadership roles in student organizations. Interpretive and descriptive qualitative research methods were employed with aspects of case study and phenomenological approaches of inquiry. Data were collected through one-on-one in-depth interviews, a focus group interview, and participant journals. Results suggest the women's perceptions of their leadership successes were externally focused, emphasizing the organization and helping develop group members. The challenges faced by the women involved difficulty in balancing relationship and task behaviors, difficulty in balancing the roles of leader and friend, and challenges faced by the larger organizational and environmental context. These findings are examined alongside existing literature. Implications for supporting college women in formal leadership roles are presented, along with recommendations for future research.

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Predicting the Individual Values of the Social Change Model of Leadership Development: The Role of College Students’ Leadership and Involvement Experiences

Cited by 51 publications

References 23 publications

Using Involvement Theory to Examine the Relationship between Undergraduate Participation in Extracurricular Activities and Leadership Development

Using Involvement Theory to Examine the Relationship between Undergraduate Participation in Extracurricular Activities and Leadership Development

Undergraduate Involvement in Extracurricular Activities and Leadership Development in College of Agriculture and Life Sciences Students

The Delicate Balancing Act: Challenges and Successes Facing College Student Women in Formal Leadership Roles

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