Collaborative learning as it pertained to leadership development was an obscured method of learning. There was little research addressing the attributes contributing to collaborative learning for leadership development in leadership development programs. By completing this manuscript, scholarly learners may have additional information on knowledge-based practicing organizations. The purpose of this qualitative study was to understand how collaborative learning influenced leadership development within leadership development programs within high performing organizations. Data collection included semistructured interview questions and a review of training documentation with a combination of dramaturgical coding and purposive sampling from 20 participants that attended leadership development programs within a high performing organization. The 7-step data analysis process, methodology triangulation, and member checking consisted of structure and credibility of the findings. There were primary and secondary themes that aligned with Hanson's leadership development interface model. The 2 primary themes were categorized as collaborative learning and shared knowledge, while the secondary themes included role models, communication: listening and feedback, problem-solving, knowledgeable: subject matter expert, transparency, and training and teaching. The findings of this study suggest that collaborative learning influenced leadership development programs by practicing group work and by sharing different ideas. These findings have potential implications for positive social change, as the information may add to the body of knowledge for future scholars and valuable information for stakeholders to build a knowledge-based practicing organization.

The purpose of this study was to ascertain the existence of student leadership development programs and to explore the similarities and differences in the way students in higher education are recruited and retained into the culture and attitudes of leadership, and how they are afforded meaningful leadership opportunities to practice the skills they have learned, in two separate higher educational institutions. These two institutions were East Tennessee State University, Johnson City campus, Tennessee, and the University of the West Indies, Mona campus, Jamaica, West Indies. I was also concerned with the existing perceptions of leadership and leadership training delivery and how this impacted the attitudes that students experienced in accessing leadership development provisions. The methods and procedures used in gathering data for this study were qualitative and included such ethnographic techniques as interviewing, surveying and a brief content analysis utilizing the communicative documents of both institutions. The population consisted of students, staff and faculty of both universities. The findings demonstrated that student leadership development programs did exist at both institutions, but that the philosophies upon which leadership development was based were culturally different. Also, although the methods of recruitment, retention and leadership practice bore aspects of similarities, in many cases the leadership styles, which facilitated these, were quite different. Of particular importance is the fact, that, in comparison with ETSU, which has a rich national heritage of American leadership development research, the University of the West Indies does not have such a nationally research-rich educational leadership background. This bears great implications for the future of leadership development and the necessity for in-depth research.

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