Correlates of Leadership of Higher Education Alumni.

The purpose of this study was to investigate relationships between a set of abilities which defined leadership in employment situations (dependent variable) and alumni ratings of their educational experiences (independent variables) measured on the following dimensions: (1) the extent alumni indicated their leadership-related abilities were enhanced by higher education experiences (enhancement variables), (2) the helpfulness of higher education in developing leadership-related abilities (helpfulness variables), and (3) the changes alumni would make in their higher education experiences (change variables). Differences in sex, age, grade point average, income, institution, and field of study as they affect leadership scores were also investigated. Variance attributable to these factors was removed from the analysis of educational experiences and leadership. The 3,000 alumni included in the study had completed either a baccalaureate or master program of study at one of the five institutions represented in the study. These institutions were American University, Ball State University, Indiana State University, Indiana-Purdue University, and Iona College. The conceptual framework was derived from literature related to leadership theory, and higher education alumni surveys. Behavioral constructs of leadership were used to operationalize the leadership definition hypothesized from the literature. Factor analysis was then used to test the hypothesized definition. From this analysis, three factors (interpersonal, analytic, and information synthesis) emerged. These three factors were used in subsequent correlation analyses to determine those independent variables most related with the three dimensions of leadership. Simple correlations among the personal, enhancement, helpfulness, and change variables were performed. Analysis of variance was used to test whether people differing in their; (1) institution and (2) field of study also differ significantly on personal characteristics, enhancement variables, helpfulness variables, and change variables. Variables that were significantly related in a simple correlation or analysis of variance were included in subsequent multiple classification analyses. A multiple classification analysis was performed on each leadership dimension and on the combined leadership dimension with: (1) all those independent variables that met the criterion for inclusion, and (2) only personal and institutional variables. The percent of variance accounted for by educational variables on the leadership dimensions were the following: (1) interpersonal--six percent, (2) analytic--nine percent, (3) information synthesis--ten percent, and (4) all dimensions combined--eleven percent. Income, the helpfulness of major courses, and the ability to interpret numerical data were most strongly related to people's overall leadership score. Although a complex set of variables were examined, few education experiences were shown to effect the development of leadership abilities as measured by this study. However, considering the multiple experiences alumni have had prior to and following their higher education experience, the amount of variance accounted for by educational activities indicates that higher education does indeed effect people's leadership development. It is suggested that further research refine a survey questionnaire and provide a more representative sample.PhDHigher educationUniversity of Michiganhttp://deepblue.lib.umich.edu/bitstream/2027.42/158008/1/8025784.pd