Shaping exceptional moral and ethical character among leaders of higher education institutions

This qualitative case study examines the nature of the relationship of moral and ethical leadership character development between a higher education institution and the United States Army Reserve Officer Training Corps (AROTC). Three theoretical frameworks were used: Hunter's (2000) Psychological, Communitarian, and Neoclassical character development strategies; DeRoche and Williams (2001) 11 Character themes; and Holman and Deal's (2003) Structural, Human Resource, Political, and Symbolic organizational frame assessments. This study found the institutions dominant strategy was Communitarian, and AROTC's was Neoclassical, each overlapping. AROTC's use of the Psychological strategy is unique. Findings address social culture compared to the professional cultures at the university. Character development is complex, not fully understood or implemented, each leader displaying a range of views concerning leadership, moral values, ethical principles, cultures, traits, attributes, and professional skills; and how each shapes individual and institutional character development. Insights discuss ways leaders address character development; (1) identifying with the institutions Social Justice Ethos; (2) defining care as it applies to the mission; (3) understanding moral courage; and (4) nesting the levels of moral and ethical character development across the institution to achieve synchronization with ethical principles. The study ends by discussing transcendental, or spiritual, leadership character development. This knowledge may assist leaders to shape character development strategies while preserving a diverse, multicultural, and inclusive educational environment.