MSL 2006, 2009, and Beyond MSL 2006, 2009, and Beyond John P. Dugan Susan R. Komives Julie E. Owen Co-Principal Investigators With Scott Crawford (Center for Student Studies) and the University of Maryland and Loyola University Chicago Research Teams Sponsored by the C. Charles Jackson Foundation, National Clearinghouse for Leadership Programs, University of Maryland, ACPA Educational Leadership Foundation, & NASPA Foundation MSL/ NCLP, 2008 Leadership Educators Institute December 2008
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MSL 2006, 2009, and Beyond John P. Dugan Susan R. Komives Julie E. Owen Co-Principal Investigators With Scott Crawford (Center for Student Studies) and.
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MSL 2006, 2009, and BeyondMSL 2006, 2009, and BeyondJohn P. Dugan
Susan R. KomivesJulie E. Owen
Co-Principal Investigators
With Scott Crawford (Center for Student Studies) and the University of Maryland and Loyola University Chicago
Research Teams
Sponsored by the C. Charles Jackson Foundation, National Clearinghouse for Leadership Programs, University of Maryland, ACPA Educational Leadership
Foundation, & NASPA Foundation
MSL/ NCLP, 2008
Leadership Educators InstituteDecember 2008
Today’s Agenda
• Basis of the MSL study– The Social Change Model/ IEO Model
• MSL 2006• MSL 2009• New MSL Scales (social change; campus climate;
spirituality; mentoring; social perspective taking; racial salience)
• MSL-Institutional Study• Use of MSL in Practice (YOU!)• Future MSL plans
Overview of MSLOverview of MSL
Rationale1. A significant gap between theory and
practice as they relate to college student leadership
2. An unclear picture of the leadership development needs of college students
3. Uncertainty regarding the influence of the college environment on theoretically grounded leadership development
Overview of MSL:Overview of MSL:Theoretical FrameworkTheoretical Framework
The Social Change Model of Leadership Development 1996
Overview of MSL: Overview of MSL: Conceptual Conceptual FrameworkFramework
Inputs: students' pre-college characteristics
(Astin, 1991; 1993)
Environment: programs, experiences, relationships, and other factors in the collegiate environment
Outcomes: students' characteristics across theoretical measures associated with SCM values after exposure to the college environment
Social Change Model ValuesLeadership Efficacy
Understanding DiversityCognitive Skills
Leadership Identity Development
I – E - O
Overview of 2006 MSL: Overview of 2006 MSL: SampleSample
• 52 Participating Institutions:– Geographically diverse, Variety of
institutional types, Differing levels of leadership programming
student org. involvement, racial categories (ethnicity), and more]
Additions[social change behaviors, cognitive development, academic major, definition of leadership]
New sub-studies!
MSL 2009 – New ScalesMSL 2009 – New Scales
Social Change[core]
Been actively involved with an organization that addresses a social or environmental problem
Acted to raise awareness about a campus, community, or global problem
Worked with others to make the campus or community a better place
MSL 2009 – New ScalesMSL 2009 – New Scales
Campus Climate[core]
Belonging ClimateI feel valued as a person at this school I feel I belong on this campus
Discriminatory ClimateI have observed discriminatory words, behaviors or gestures directed at people like meI feel there is a general atmosphere of prejudice among students
MSL 2009 – New ScalesMSL 2009 – New Scales
Spirituality[sub-study]
Search for meaning/purpose in your life
Think about developing a meaningful philosophy of life
MSL 2009 – New ScalesMSL 2009 – New Scales
Mentoring[sub-study]
Engage in ethical leadership
Develop problem-solving skills
Mentor others
MSL 2009 – New ScalesMSL 2009 – New Scales
Social Perspective Taking[sub-study]
Perspective-takingBefore criticizing somebody, I try to imagine how I would feel if I were in their place.
EmpathyOther people's misfortunes do not usually disturb me a great deal (reverse scored)
MSL 2009 – New ScalesMSL 2009 – New Scales
Racial Salience[sub-study]
Private self-perceptionIn general, I’m glad to be a member of my racial group.
Public perception In general, others respect my race.
Importance to Identity (Salience)Overall, my race has very little to do with how I feel about myself.(Reverse scored)
AffiliationI feel I don’t have much to offer my racial group.(Reversed scored)
Key elements of leadership development programs
• Institutional Context
• Program Philosophy/ Theoretical Orientation
• Common Program Elements
• Intentionality/ Planning & Evaluation
• Access to Resources
• Collaboration/Partnerships
MSL-IS 2006 Analyses
• Two-Step Cluster Analysis of MSL-IS items
• Secondary Content AnalysisOf leadership program mission
statementsOf institutional mission statementsOf leadership development program
delivery methods
• Hierarchical Linear Modeling (HLM) to connect student and institutional scores
MSL-IS 2006Institutional Context
Perceived Stage of All Leadership Programs
sustained insitution
enhancing quality
bldg critical mass
new/emerging
Fre
qu
en
cy
30
20
10
0
MSL-IS Leadership Program Focus
None Some Often Very often
Consciousness of self 0 21.2 28.8 50.0
Congruence 5.8 25.0 46.2 23.1
Commitment 0 50.0 36.5 13.5
Collaboration 0 13.5 34.6 48.1
Common purpose 0 30.8 42.3 26.9
Controversy w/civility 5.8 50.0 34.6 9.6
Citizenship 0 42.3 36.5 21.2
Change 0 28.8 34.6 36.5
To what degree leadership programs focus on the 8 Cs (%)
Cluster Descriptions
Cluster One (n=13; 25% of cases)
Consists of institutions with well funded, highly productive co-curricular leadership programs that value planning and a clear theoretical approach (“highly resourced, highly productive, highly intentional” programs)
Cluster Two (n=13; 25% of cases)
Consists of programs that receive the least funding and offer the lowest amount of co-curricular programming, but do engage in planning (“limited resources, moderately productive, moderately intentional” programs)
Cluster Descriptions
Cluster Three (n=19; 36.5% of cases)
Consists of programs with moderate amounts of funding and programming, but who don’t particularly engage planning or adopt a clear theoretical approach (“moderately resourced, moderately productive, less intentional” programs).
Outlier Cluster (n=7; 13.5% of cases)
Consists of seven institutions with wide ranges of responses, often far above or below the means of institutions in the other clusters.
General Themes from Content Analysis of Mission Statements
1. Lack of theoretical frame(s), definition(s) of leadership, and assumptions as part of program mission statements.
2. Lack of congruence of program mission
with institutional mission and vice versa.
3. Leadership related values - implicit and explicit.
4. Connecting learning and student development.
5. Curricular and co-curricular connections.
MSL – Institutional StudyMSL – Institutional Study
MSL 2009 Institutional Study
-web version-institution identified materials-focus and goals of MSL-IS 2009
Using MSL in PracticeUsing MSL in Practice
Ways to use MSL data
How are you using your MSL data?
Data briefings (Marquette)Role of Advisory CommitteesUse of data in program design (Minnesota)
For More Information… For More Information…
Registrations for MSL 2010 began December 1, 2008
Multi-Institutional Study of Leadershiphttp://www.leadershipstudy.net