Development of psychological capital in an academic-based leadership education program

Abstract

Purpose

The purpose of this paper is to examine the impact of an academic-based, leadership education program on the development of psychological capital (PsyCap).

Design/methodology/approach

Data were collected from students at the entry-point (Time 1), mid-point (Time 2) and end-point (Time 3) of the leadership program, across all modes of delivery. Statistical analysis was performed to determine changes in psychological capacity.

Findings

Results indicated PsyCap capacities (self-efficacy, optimism, hope and resiliency) may be impacted through leadership training and that online delivery appeared to have the greatest impact on student PsyCap development.

Research limitations/implications

The paper concludes with a discussion of limitations and future directions of research that are needed. Limitations include non-individual tracking, and a somewhat small sample size in one of the samples. Implications include further research into a potential response shift bias among participants, research regarding the impact of educational modality and student maturity and self-awareness.

Practical implications

The paper describes implications for practitioners in higher education, as well as more broadly for educators who are attempting to develop positive psychological capacities in their students.

Originality/value

This paper expands upon a developing field in positive organizational psychology by focussing on development within leadership education.

Citation

Goertzen, B.J. and Whitaker, B.L. (2015), "Development of psychological capital in an academic-based leadership education program", Journal of Management Development, Vol. 34 No. 7, pp. 773-786. https://doi.org/10.1108/JMD-07-2013-0100