| The concept of leadership has worked its way into local school districts and is a burgeoning phenomenon on college campuses. Despite the popularity of the emerging field, and countless leadership education offerings, very little is known about what participants are actually learning and what lasts over time. This study examines leadership and the impact of a leadership education retreat through the eyes of six undergraduate college men who participated in The Institute for Men of Principle at a midwestern college. All participants are white, between the ages of 19--20 at the time of the first interview, and share membership in the same international greek letter social fraternity. What influences shape their definition of leadership, leadership identity and experience of leadership? What is the impact of attending a five-day leadership education retreat?; Entry and exit interviews, along with intensive one and two year follow-up interviews, were conducted along with field notes from observations of The Institute during the curriculum. Transcripts were made, a coding system was developed and applied, constant comparative method was employed, and then individual case studies were written.; Cross case analysis reveals that socialization, early identification with a leadership role model, and leadership experience are paramount in the formation of a leadership identity. This identity was challenged and reshaped by a leadership crisis in every case. Longitudinal analysis of the participants' self-reported impact of the curriculum suggests that with time, students attribute improved leadership capabilities less to leadership education than to their own maturation, leadership experiences and personal development. This study questions the value of short-term leadership education models and suggests we investigate new theoretical and curricular approaches to leadership that incorporate early socialization, future crucible experiences, and the competing ethical and interpersonal demands on student leaders. The case is made for further rich, qualitative and longitudinal investigation in developing new theoretical approaches, assessing leadership education programs, and forming integrated leadership curricula.; Limitations include the race, gender, and fraternal affiliation of the students, who self-selected for participation. Also, no attempt was made to verify claims about professed leadership styles and practices. |
