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Publication date: 15 October 2016

Daniel A. Collier and David M. Rosch

International student enrollment in the U.S. higher education system has recently experienced profound growth. This research examines leadership-oriented differencesbetween…

92

Abstract

International student enrollment in the U.S. higher education system has recently experienced profound growth. This research examines leadership-oriented differencesbetween international and domestic students and focuses on their growth in capacity associated with participation in co-curricular leadership programs. Similarly-sized gains emerged after participation, suggesting that these leadership programs create equal growth effects across both groups. However, the factors that predicted international students’ increases in leadership skill were different than their domestic peers, suggesting that developing effective leaders among college students across national background is a non-uniform, complexprocess. Recommendations include the suggestion for partnerships between international student scholar units and leadership educators, specialized workshops for international students, and creating nuanced curricula based on the various pathways that students take to becoming an effective leader.

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Journal of Leadership Education, vol. 15 no. 4
Type: Research Article
ISSN: 1552-9045

Available. Open Access. Open Access
Article
Publication date: 15 April 2017

Daniel A. Collier, David M. Rosch and Derek A. Houston

International student enrollment has experienced dramatic increases on U.S. campuses. Using a national dataset, the study explores and compares international and domestic…

129

Abstract

International student enrollment has experienced dramatic increases on U.S. campuses. Using a national dataset, the study explores and compares international and domestic students’ incoming and post-training levels of motivation to lead, leadership self- efficacy, and leadership skill using inverse-probability weighting of propensity scores to explore differences between the two samples. Unweighted findings suggest that international and domestic students enter programs similarly across in many ways, and leave the immersion program with similar gains. However, a matched-sample comparison suggests that international students’ growth was statistically different in ethical leadership skills, affective- identity motivation to lead, and leadership self-efficacy. Discussion focuses on the benefits of leadership development to international students why campuses could build partnerships between units that serve international students and leadership educators to facilitate a more inclusive campus.

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Journal of Leadership Education, vol. 16 no. 2
Type: Research Article
ISSN: 1552-9045

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