Today's Thesis "Free Write"
Opening Two Pages of Proposal (in one sitting)
From the inception of higher learning in what is now the United States one of the foundational motivations for this was to raise up leaders to serve the group of people that had settled their in the late 1600’s (Thelin, ~). The development of students remains a central goal in this new century in higher education (Dugan, 2006a). This has become even more of an emphasis as evidenced by the increased number of leadership development programs and the investment colleges are putting into resources to develop their students (~).
Developing good values based leaders today is essential because of the vacuum we see in society as a whole through failed leadership on all levels (Astin, 1996). This void in leadership will be filled through the university. Colleges are playing a major part in effecting the quality of leadership in modern American society (Astin, & Astin, 2000). According to Astin and Astin “An important leadership development challenge for higher education is to empower students, by helping them develop those special talents and attitudes that will enable them to become effective social change agents (2006).”
As leadership development grows across campuses there is need to assess these experiences and understand the types of leaders our programs and positions are creating, because of the variety of possible student outcomes (Roberts, 1981). Leadership experiences in higher education produce leadership skills (Komives, ~). Positional leadership develops students through positions where they grow in their abilities with groups and in society (~). Knowing that outcomes vary based on the nature of the role a student plays, there are questions that arise to different types of experiences and what outcomes they will yield. There is no question that a student grows when serving in a leadership role (Dugan & Komives, 2007). Taking this concept farther I believe students grow even more when they are in a role where they are leading other leaders on campus. Creating a role that has more depth and requires more of an investment through being more engaged (Dugan & Komives, 2007; ~ this needs the engagement article cited also).
Research Question
Recognizing the nuances in every leadership experience I am confident there are differences in what a student gains through serving in any role. There is a gap when it comes to understanding the developmental impacts of specific leadership positions, especially in the context of a leadership framework (Slack, 2006). I believe that through assessing students in these positions of leadership we can find a better understanding of what type of development is happening in our students. We then can create opportunities for students to engage in transformative learning through leadership (Keeling, 2006).
I want to cast a wide net and a very narrow one. The wider question I want to address is a better understanding of the differences in development those that hold different student positions on campus have. I hope to find any developmental differences students who serve in residence life, student programs and government, and in ministry positions exhibit.
The factor in which I want to focus in the leadership process are students who are at the level of being a leader of leaders, the equivalent of a manager of managers in the professional world. (Find book: Leadership Pipeline) I believe these students who lead leaders will gain have a more developed leadership skill set. These are students who will be more invested in the leadership process, which is a key indicator of positive developmental growth (Dugan & Komives, 2007). I believe the unique set of skills a student uses at this level will propel them further in their leadership development, and that the skills they have developed with be affirmed and solidified at this level of the leadership pipeline (Charan, Drotter, & Noel 2001).
From the inception of higher learning in what is now the United States one of the foundational motivations for this was to raise up leaders to serve the group of people that had settled their in the late 1600’s (Thelin, ~). The development of students remains a central goal in this new century in higher education (Dugan, 2006a). This has become even more of an emphasis as evidenced by the increased number of leadership development programs and the investment colleges are putting into resources to develop their students (~).
Developing good values based leaders today is essential because of the vacuum we see in society as a whole through failed leadership on all levels (Astin, 1996). This void in leadership will be filled through the university. Colleges are playing a major part in effecting the quality of leadership in modern American society (Astin, & Astin, 2000). According to Astin and Astin “An important leadership development challenge for higher education is to empower students, by helping them develop those special talents and attitudes that will enable them to become effective social change agents (2006).”
As leadership development grows across campuses there is need to assess these experiences and understand the types of leaders our programs and positions are creating, because of the variety of possible student outcomes (Roberts, 1981). Leadership experiences in higher education produce leadership skills (Komives, ~). Positional leadership develops students through positions where they grow in their abilities with groups and in society (~). Knowing that outcomes vary based on the nature of the role a student plays, there are questions that arise to different types of experiences and what outcomes they will yield. There is no question that a student grows when serving in a leadership role (Dugan & Komives, 2007). Taking this concept farther I believe students grow even more when they are in a role where they are leading other leaders on campus. Creating a role that has more depth and requires more of an investment through being more engaged (Dugan & Komives, 2007; ~ this needs the engagement article cited also).
Research Question
Recognizing the nuances in every leadership experience I am confident there are differences in what a student gains through serving in any role. There is a gap when it comes to understanding the developmental impacts of specific leadership positions, especially in the context of a leadership framework (Slack, 2006). I believe that through assessing students in these positions of leadership we can find a better understanding of what type of development is happening in our students. We then can create opportunities for students to engage in transformative learning through leadership (Keeling, 2006).
I want to cast a wide net and a very narrow one. The wider question I want to address is a better understanding of the differences in development those that hold different student positions on campus have. I hope to find any developmental differences students who serve in residence life, student programs and government, and in ministry positions exhibit.
The factor in which I want to focus in the leadership process are students who are at the level of being a leader of leaders, the equivalent of a manager of managers in the professional world. (Find book: Leadership Pipeline) I believe these students who lead leaders will gain have a more developed leadership skill set. These are students who will be more invested in the leadership process, which is a key indicator of positive developmental growth (Dugan & Komives, 2007). I believe the unique set of skills a student uses at this level will propel them further in their leadership development, and that the skills they have developed with be affirmed and solidified at this level of the leadership pipeline (Charan, Drotter, & Noel 2001).