The purpose of this quasi-experimental mixed-method study was to examine the impact of transformational ethics instruction methodologies on student moral judgment in a leadership development course. Quantitative and qualitative data collection and analyses were used to examine changes in moral judgment and moral thought processes, with particular emphasis on how those constructs influence leadership decisions. Eighty-eight students from the Corps of Cadets at Texas A&M University comprised the sample of this study. Over the course of the spring 2007 semester, these students received systematic ethics instruction in the context of a leadership development course. Treatment group participants received this instruction through largely transformational education strategies, while control group participants primarily received the instruction via traditional/ transactional methods. Over the course of the semester, participants completed pretest and posttest administrations of the Defining Issues Test, Version 2 (DIT2). Additional follow-up interviews were conducted with eight students, representing the treatment and control groups. Results indicated that transformational instructional methodology is a significant determinant regarding increases in student moral judgment. In contrast, students exposed to traditional/ transactional instructional methods did not demonstrate significant changes in moral judgment scores. Augmentative qualitative analyses identified three distinguishing themes that appear to be representative of shifts in moral or leadership perspectives: (1) deep personal application of moral concepts, (2) exposure to significant emotional events (or disorienting dilemmas), and (3) desire for personal change. Implications for ethics and leadership educators are presented, along with areas for future research.

This qualitative study investigated how transformative learning and membership in a community of practice influenced leadership development. It sought a phenomenological understanding of how participants made meaning of their experiences in a collegiate leadership development organization. Data were collected utilizing in-depth interviews and field observations during a prolonged period of engagement in the setting. An inductive approach was taken in data analysis using a constant comparative method in development of coding categories of recurring concepts and identification of themes. A creative synthesis of the findings is told through a richly descriptive metaphoric narrative tale of novice freshmen following a transformative spiral path to become master senior-class leaders and is graphically displayed in a leadership development model. A crystallization concept of triangulating the data and the creative analytic practice criteria of substantive contribution, aesthetic merit, reflexivity, impact, and expression of a reality framed the validity and authenticity of the study. Findings and conclusions from this ethnographic case study included the value of a holistic approach to transformative learning and leadership development; relationships founded in an ethic of caring are instrumental in fostering transformative learning and leadership development; individual meaning of leadership is constructed through participation in relational and cultural contexts; cultural values shape leadership developmental objectives and outcomes; and location “on the edge” is a very powerful teaching place and learning site for leadership development.

The purpose of this quasi-experimental mixed-method study was to examine the impact of transformational ethics instruction methodologies on student moral judgment in a leadership development course. Quantitative and qualitative data collection and analyses were used to examine changes in moral judgment and moral thought processes, with particular emphasis on how those constructs influence leadership decisions. Eighty-eight students from the Corps of Cadets at Texas A&M University comprised the sample of this study. Over the course of the spring 2007 semester, these students received systematic ethics instruction in the context of a leadership development course. Treatment group participants received this instruction through largely transformational education strategies, while control group participants primarily received the instruction via traditional/ transactional methods. Over the course of the semester, participants completed pretest and posttest administrations of the Defining Issues Test, Version 2 (DIT2). Additional follow-up interviews were conducted with eight students, representing the treatment and control groups. Results indicated that transformational instructional methodology is a significant determinant regarding increases in student moral judgment. In contrast, students exposed to traditional/ transactional instructional methods did not demonstrate significant changes in moral judgment scores. Augmentative qualitative analyses identified three distinguishing themes that appear to be representative of shifts in moral or leadership perspectives: (1) deep personal application of moral concepts, (2) exposure to significant emotional events (or disorienting dilemmas), and (3) desire for personal change. Implications for ethics and leadership educators are presented, along with areas for future research.

This qualitative study investigated how transformative learning and membership in a community of practice influenced leadership development. It sought a phenomenological understanding of how participants made meaning of their experiences in a collegiate leadership development organization. Data were collected utilizing in-depth interviews and field observations during a prolonged period of engagement in the setting. An inductive approach was taken in data analysis using a constant comparative method in development of coding categories of recurring concepts and identification of themes. A creative synthesis of the findings is told through a richly descriptive metaphoric narrative tale of novice freshmen following a transformative spiral path to become master senior-class leaders and is graphically displayed in a leadership development model. A crystallization concept of triangulating the data and the creative analytic practice criteria of substantive contribution, aesthetic merit, reflexivity, impact, and expression of a reality framed the validity and authenticity of the study. Findings and conclusions from this ethnographic case study included the value of a holistic approach to transformative learning and leadership development; relationships founded in an ethic of caring are instrumental in fostering transformative learning and leadership development; individual meaning of leadership is constructed through participation in relational and cultural contexts; cultural values shape leadership developmental objectives and outcomes; and location “on the edge” is a very powerful teaching place and learning site for leadership development.

Submitted in accordance with the requirements for the degree of Doctor of Philosophy (D. Phil) In the Subject of Psychology. Faculty of Arts at the University of Zululand, 2006. / "Leaders are bom not made". This is a matter of nature versus nurture, in this case with regard to leadership development. The question therefore is whether leadership is a natural gift or an acquired skill. If leadership is an acquired skill, what then is the best way to accomplish this? These were core issues of investigation in this research. Literature review on leadership development revealed the following important issues on the topic, namely: 'r Leadership status is usually bestowed on an individual following the results or achievements, not before > The greater part of the journey towards leadership is a lonely endeavour. It requires perseverance and tenacity of the mind on the part of the leader > There is a difference between leader development and leadership development. Successful leadership result from development in both areas r Most leadership development programs focus on management tasks rather than on leader and leadership development. A pre-test, post-test, quasi-experimental design was adopted for this research. A pre-test was necessary for baseline establishment of skills that are expected of leaders. It served as a guide for change following program implementation. The post-test produced comparative data for any changes following 'treatment'. In addition to the experimental group, a control group was also introduced in order to limit, as much as possible, common threats to internal validity that are usually encountered in quasi-experimental research designs, as well as in developmental research projects; especially history and maturation. Both qualitative and quantitative data analytical methods were adopted for program evaluation. A 360-degree assessment and feedback approach was utilised for qualitative analysis of data whereas the statistical analysis of variance was the method for quantitative analysis of data. Overall results indicated a positive change in significant areas of growth that were targeted in this research; e.g. leadership conceptualisation by participants, learning to learn skill, self-management skills, communication skills as well as interpersonal skills. A major limitation in this study was the sample size, especially for statistical analysis of data. The reasons for a small sample size were that development programs such as this one are usually not highly effective when working with larger groups, and also the fact that such programs require a skilled individual who will be able to monitor progress during program implementation phase and adapt activities according to observed requirements. Closer personal attention needed in a smaller group may be impossible with a larger group. Looking at our society today, it is clearly evident that there is a dire need for skilled leaders. While it is known that anyone can occupy a leadership position, it is also acknowledged that it is not everybody that will do justice to that position. This therefore leaves us with no choice but to seek programs that will facilitate leadership development, as early as possible. Institutions of higher learning are a fertile ground for leadership development programs, as the majority of students are young adults. / The National Research Foundation (NRF)

This inquiry sought to answer the question: How can the University of Winnipeg (UW) design a learning and development strategy for its nonacademic leaders that will benefit both the leaders and the university? As higher education institutions experience increased competition and rising demands, senior leaders need to find new ways of developing one of their most important assets, their employees. Using an action research approach, this inquiry sought participants' perspectives through an online survey and a world café. This inquiry puts forward the following three recommendations: develop and communicate a formalized learning and development strategy that is supported by senior leadership, aligned with organizational goals, customized to the unique university environment, and values learner needs; provide diverse professional development opportunities for leaders; and create an environment that improves communication, fosters collaboration, develops competence, and values community. This inquiry adhered to all ethical requirements set by Royal Roads University and UW.

This study examined the leadership development experiences of adolescents participating in a school-based leadership program. A case study of ten Grade 8 students is described based on qualitative data from student response journals, field notes, and program documentation. Evidence from the study suggests that adolescents value and benefit from leadership development experiences and opportunities. Leadership development experiences that adolescents find meaningful are those where they are: (1) actively engaged in experiential learning opportunities; (2) granted freedom and increased responsibility; (3) able to work in educational groups; (4) given interesting learning experiences; (5) supported by positive role models; and (6) long-term participants. Leadership experiences benefit students by: (1) allowing adolescents to feel like they can make a positive impact on their world; (2) giving adolescents an improved sense of self; (3) teaching students essential skills; and (10) giving adolescents the opportunity to build relationships with like-minded individuals.

This study examined the leadership development experiences of adolescents participating in a school-based leadership program. A case study of ten Grade 8 students is described based on qualitative data from student response journals, field notes, and program documentation. Evidence from the study suggests that adolescents value and benefit from leadership development experiences and opportunities. Leadership development experiences that adolescents find meaningful are those where they are: (1) actively engaged in experiential learning opportunities; (2) granted freedom and increased responsibility; (3) able to work in educational groups; (4) given interesting learning experiences; (5) supported by positive role models; and (6) long-term participants. Leadership experiences benefit students by: (1) allowing adolescents to feel like they can make a positive impact on their world; (2) giving adolescents an improved sense of self; (3) teaching students essential skills; and (10) giving adolescents the opportunity to build relationships with like-minded individuals.

Thesis (MPhil)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: The aim of this research assignment was to determine the contribution coaching has made, as part of a blended leadership development programme, towards the development of individual leaders and leadership development at Transnet Freight Rail. This was aimed at identifying ways in which the coaching component may be improved. The research was undertaken with a group of high-potential leaders, at an operating division of the parastatal company Transnet, in South Africa. A qualitative research methodology was used and, within that framework, a phenomenological case study design. The research data was gathered, using semi-structured interviews, from 13 participants who received external coaching as part of the blended programme. The findings confirm that coaching, combined with blended leadership development activities, has a synergistic and positive impact on the individual and the organisation, enhancing both the human and social capital at Transnet Freight Rail. The participants expressed a multitude of benefits from receiving coaching: improvements in various aspects of their personal, social and cognitive competence, as well as assisting in their learning, retention and application of the other modules of the blended programme. The coaching intervention has assisted participants in enhancing and applying their own coaching skills within the organisation. This was accomplished by their experience of having been coached, by using the example from the sessions and through the coaching course attended as part of the blended programme. The findings in this research assignment suggest that coaching is making a positive contribution to leadership development at TFR by strengthening the leadership capacity, developing a coaching culture, improving strategic thinking when problem-solving, improving decision-making, improving productivity, increasing employee morale, and improving the individual's performance thereby benefiting the organisation. Coaching has also resulted in greater teamwork, broader understanding of the business, retention of talented employees and has demonstrated to employees that the organisation is committed to developing its staff and helping them to improve their skills.

The perceived need for more and better leadership in the United States has led to the inclusion of leadership development programs in some 800 American colleges and universities. The goal of this study was to contribute to the construction of similar programs in Canadian colleges and universities. <p>Interviews were conducted with 83 individuals: 41 students, 24 educators and 18 leaders. The researcher used the appreciative inquiry method, and the resulting data were analyzed within the grounded theory design advocated by Strauss and Corbin (1998). <p>In this study the perceptions of leaders, educators, and students were described regarding ideal leadership and ideal leadership development. The researcher found that leadership was perceived to be an interactive process between members of a team, rather than the direction of a single individual to others. It was discovered that leadership was perceived as the releasing of an individuals potential, through mentoring, for the purpose of contributing to a collaborative team that articulated and accomplished a shared vision. The development of individuals was viewed as at least equally important as the accomplishing of a goal. <p>From the perceptions of study participants, a definition of leadership development was constructed. Leadership development was the intentional fostering of individuals toward their maximum leadership capacity through personal development, experiential leadership opportunities, leadership education, and the development of leadership skills. These developments were based on personal awareness and readiness within a mentoring environment. <p>Based on a synthesis of the literature review, a survey of leadership development programs, and the findings of these interviews, the researcher constructed a four level model of leadership development. This model provides for programmatic component areas that might profitably be included in leadership development programs. The model also suggests consideration of the conceptual issues that need to be addressed by educators in formulating programs of leadership development for colleges and universities. The levels of the model are as follows: (a) articulate inherent understandings regarding students, teaching, and the role of universities; (b) complete educator tasks that assess individuals in the program as well as define leadership and articulate an understanding of skill development; (c) construct three program categories of leader development, leadership education, and leadership training together with a philosophy of leadership development; and (d) decide on the program components that will fulfill program objectives within the three categories of leader development, leadership education, and leadership training.<p>Implications for theory, research, and colleges and universities are outlined. The study is to assist in the construction and further enhancement of leadership development initiatives and programs in colleges and universities.