Thesis (Ph.D.)--Auburn University, 2007. / Abstract. Vita. Includes survey instrument (HESSS). Includes bibliographic references (ℓ. 126-150)

Thesis (D. Min.)--Trinity Evangelical Divinity School, 2007. / Abstract. Includes bibliographical references (leaves 157-161).

Thesis (Ph. D.)--University of Texas at El Paso, 2008. / Title from title screen. Vita. CD-ROM. Includes bibliographical references. Also available online.

Thesis (Ed.D.)--Teachers College, Columbia University, 1962. / Typescript; issued also on microfilm. Sponsor: Florence Stratemeyer. Dissertation Committee: Elizabeth Hagen. Type C project. Includes tables. Includes bibliographical references (leaves 106-119).

Title from PDF of title page (University of Missouri--Columbia, viewed on Feb. 24, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dr. Vicki J. Rosser, Dissertation Supervisor. Vita. Includes bibliographical references.

Thesis (D. Min.)--Trinity Evangelical Divinity School, 2007. / Abstract. Includes bibliographical references (leaves 157-161).

Thesis (Ph.D.)--Mississippi State University. Department of Leadership and Foundations. / Title from title screen. Includes bibliographical references.

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 198-206).

Thesis (Ed.S.)--Western Kentucky University, 2008. / Includes bibliographical references (leaves 26-28).

This study sought to understand what students learned about themselves as a leader as a result of taking a for-credit leadership seminar. The study used a qualitative case study methodology in order to interpret data collected through participant surveys and interviews. The participants were academically high-achieving college students who had won a prestigious combined academic and leadership scholarship. As a condition of accepting the scholarship, students participated in a one-unit leadership seminar. The study's findings included that after completing the leadership course, students had gained a more complex understanding of leadership concepts as well as a more complex understanding of themselves as leaders. After the course students could identify themselves as leaders in many different situations, including situations where they held no forma! leadership position. The findings indicate that as the students integrated the information on leadership theories and models into their personal understanding of leadership, their personal leadership identity became more complex. This finding adds to the literature on leadership identity development by indicating a possible mechanism for increasing the complexity of students' leadership identity.