CHANGES IN IMPLICIT LEADERSHIP THEORY CONSTELLATIONS THROUGHOUT A DEVELOPMENTAL EXPERIENCE

Journal of Leadership Education

ISSN: 1552-9045

Open Access. Article publication date: 15 October 2021

Issue publication date: 15 October 2021

276
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Abstract

Challenging, novel, and educational experiences are critical contributors to effective leader and follower development, in part, because such developmental experiences enable people to reconceptualize their perceptions about the traits and characteristics of effective leaders, or their implicit leadership theory (ILT). To understand how ILTs develop throughout developmental experiences, we examine the ILTs of 276 undergraduate students at the beginning and end of their first year of college. Using an open-ended ILT response format, a unique ILT trait of integrity emerged along with the dominant ILT traits of sensitivity, charisma, and dedication identified in previous literature. Overcoming limitations of the factor-based ILT approach, we investigate the development of ILT constellations, allowing a holistic picture of ILTs and how they throughout a developmental experience. Based on cluster analyses, four constellations of ILT themes emerged. Participants shifted to different ILT constellations after a year in college, moving from a non-descript, varied constellation toward constellations with clearly defined, dominant themes. Exploratory analysis revealed that completion of leadership coursework partially explains the shift towards more descript ILT constellations. Results have implications for new methods of future research using the ILTs constellation perspective and the practice of undergraduate leadership education in facilitating leader development among college students.

Citation

Reichard, R.J., Ellis, B., Powers, K.W., Walker, D.O.H. and Priest, K. (2021), "CHANGES IN IMPLICIT LEADERSHIP THEORY CONSTELLATIONS THROUGHOUT A DEVELOPMENTAL EXPERIENCE", Journal of Leadership Education, Vol. 20 No. 4, pp. 1-18. https://doi.org/10.12806/V20/I4/R12

Publisher

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Emerald Publishing Limited

Copyright © 2021, The Journal of Leadership Education

License

This article is published under the Creative Commons Attribution (CC BY 4.0) licence. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this licence may be seen at http://creativecommons.org/licences/by/4.0/


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