A census of 23 adult leadership development programs including 2,200 individuals from 262 classes investigated the influence of the group level (class) elements on individual intentions to participate in alumni programming. Individual and group level effects were evaluated, specifically, level of individual and group satisfaction as well as level of individual and group opinion leadership. The results indicate there are group level differences in intentions to participate, albeit small. Additionally, group level satisfaction was a significant positive predictor of intention. Individual satisfaction was found to have a significant positive effect; however, opinion leadership was found to have a significant negative effect on intentions to participate. Finally, group satisfaction was the only significant predictor found when analyzing both individual and group level variables simultaneously.
Research Article|
October 15 2019
A Multi-Level Evaluation of the Relationship Between Leadership Program Satisfaction, Opinion Leadership, and Intent to Participate in an Alumni Program
Kevan W. Lamm, Ph.D.;
Kevan W. Lamm, Ph.D.
1
University of Georgia
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Alexa J. Lamm, Ph.D.
Alexa J. Lamm, Ph.D.
1
University of Georgia
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Publisher: Emerald Publishing on behalf of Association of Leadership Educators
Online ISSN: 1552-9045
Copyright © 2019, The Journal of Leadership Education
2019
The Journal of Leadership Education
This article is published under the Creative Commons Attribution (CC BY 4.0) licence. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this licence may be seen at http://creativecommons.org/licences/by/4.0/
Journal of Leadership Education (2019) 18 (4): 39–49.
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Citation
Lamm KW, Lamm AJ (2019), "A Multi-Level Evaluation of the Relationship Between Leadership Program Satisfaction, Opinion Leadership, and Intent to Participate in an Alumni Program". Journal of Leadership Education, Vol. 18 No. 4 pp. 39–49, doi: https://doi.org/10.12806/V18/I4/R4
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