The purpose of this study was to examine whether undergraduates’ participation in 12 different leadership trainings, workshops, conferences, or programs was associated with students’ leadership efficacy. We used data from the Multi-Institutional Study of Leadership survey, which eight of the Big 10 institutions administered to students in spring 2018. The results suggest that students’ participation in shorter-term or moderate-term experiences—a leadership conference, retreat, lecture/workshop series, course, or positional leadership training—was positively associated with students’ leadership efficacy. We therefore encourage leadership educators and practitioners in higher education to consider the duration of their programs to maximize students’ outcomes.
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15 October 2020
Research Article|
October 15 2020
ENRICHING COLLEGE STUDENTS’ LEADERSHIP EFFICACY
Krista M. Soria;
Krista M. Soria
1
University of Minnesota- Twin Cities
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Karl Kaste;
Karl Kaste
2
St. Mary’s University of Minnesota
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Kelly M. Diekemper;
Kelly M. Diekemper
2
St. Mary’s University of Minnesota
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Milpha Blamo;
Milpha Blamo
2
St. Mary’s University of Minnesota
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Maddie R. Belrose;
Maddie R. Belrose
3
University of Minnesota
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G. Blue Brazelton
G. Blue Brazelton
4
Northern Arizona University
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Publisher: Emerald Publishing on behalf of Association of Leadership Educators
Online ISSN: 1552-9045
Copyright © 2020, The Journal of Leadership Education
2020
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 (2020) 19 (4): 87–98.
Citation
Soria KM, Kaste K, Diekemper KM, Blamo M, Belrose MR, Brazelton GB (2020), "ENRICHING COLLEGE STUDENTS’ LEADERSHIP EFFICACY". Journal of Leadership Education, Vol. 19 No. 4 pp. 87–98, doi: https://doi.org/10.12806/V19/I4/R7
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