The Leadership Identity Development of Supplemental Instruction Leaders: A Case Study
Date
2015-03-30
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Abstract
Much of our understanding of leadership theory is based on hierarchical systems and is grounded in research from business settings. Although researchers have presented more collaborative, relational leadership models for post-secondary students, these models have not been widely applied to supplemental instruction (SI) leader training programs. Having a better understanding of how students become SI leaders, the influences that shape their experiences, and how the SI experience shapes their leadership development has the potential to not only help SI program administrators, but also to assist all student affairs practitioners as they develop leadership programs that address institutional leadership learning outcomes.
This descriptive case study describes the background characteristics and experiences of the SI leaders at a mid-size, regional, western Canadian university (WCU). The leadership identity development (LID) model was applied as a conceptual lens for this study-a model that is well-respected in the student affairs field. Six participants volunteered to participate in three interviews as well as reflective writing exercises. A document review of the SI program was also conducted.
Based on the findings of this study, four conclusions were identified. First, when looking at student LID with SI leaders or any student leader, it is important to understand, acknowledge, and know the whole student. Secondly, many learning outcomes associated with the SI leader position were found in this study and warrant more emphasis in the SI literature and SI leader training. Thirdly, leadership identity development occurred for the SI leaders because of the structure and the nature of the SI program philosophy itself, as well as from the specific SI program training for the SI leaders. Finally, post-secondary institutions and the institutions’ student leadership programs need to adopt a leadership philosophy and ground their student leadership development in leadership scholarship, language, and theory to inform their programs. In the case of supplemental instruction, although the leadership identity development of the SI leaders is not a prominent or identified outcome, the findings from this study demonstrate that LID is likely occurring.
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Education--Higher
Citation
Mason-Innes, T. A. (2015). The Leadership Identity Development of Supplemental Instruction Leaders: A Case Study (Doctoral thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/28231