Gender Identity, Inter-Team Competition and Leader Self-Efficacy Developmental Trajectories in a Multi-Institutional Leader Development Program

Document Type

Article

Publication Date

4-2-2024

Publication Title

Journal of Leadership Education

Abstract

The goal of most leadership education programs within the higher education is to develop students’ capacity to lead. To do so, leadership education programs typically aim to build individuals’ skills and competencies in such areas as communication, cross-cultural awareness, strategic planning and working in teams (Astin & Astin, 2000; Dopson et al., 2019). The operationalization of leadership education programs can vary and include courses, workshops, seminars, retreats, one-on-one or group mentoring/coaching as well as experiential learning. Research examining the effectiveness of these efforts is relatively nascent, though some evidence suggests that the most effective leadership education programs are flexible in design to leverage a variety of formats, center the student experience and help students apply theoretical frameworks into their practice (Reyes et al., 2019). This study focuses on a multi-institutional context and employs a relatively unique pedagogy focused on inter-team competition, where students in teams compete with other teams and are assessed regarding their success in achieving a stated goal as well as in the intra-team processes that they utilized in working toward their goal. Our aim was to help inform leadership educators about the effectiveness of the program, the Collegiate Leadership Competition (the “CLC”), as the structure of the program, while currently unique in employing inter-team competition, reflects many of the best practices listed above.

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