Leadership for Academic Success

Corey Seemiller, PhDDirector of Leadership Programs

The University of Arizona

Competency OverviewCompetency: Fundamental knowledge, attitude, or skill in a

specific subject area.Leadership competency models are used by nearly 75

percent of businesses (Conger & Ready, 2004). Competency models are used across sectors-business,

nonprofit, healthcare, education, military, law enforcement, library science, and hospitality. Examples include: Arizona Nurse Leadership Model (Weston et al, 2008) U.S. Air Force Wing Chaplains (Costin, 2009) Core Competency Model for Libraries (Ammons-Stephens, Cole,

Jenkins-Gibbs, Riehle, & Weare, 2009) Many professional organizations use competency models

(Ammons-Stephens et al, 2009).

Purpose and RationalePurpose Rationale What We Did

Develop measurable competencies for student leadership development grounded in theory and research

No universal measurable outcomes exist in leadership development

Developed list of 61 leadership competencies for students (SLCs) with 4 dimensions

Develop measurements to assess student learning and development around leadership

Wanted to benchmark across leadership programs

Created measurements for each competency dimension

Link leadership competencies to those expected in academic programs

Wanted to understand the extent to which leadership is important across disciplines

Cross-referenced SLCs with learning outcomes in academic programs

SLC CreationDocument analysis to create list of competencies:

CAS Standards Learning Reconsidered Relational Leadership Model Social Change Model of Leadership Development 5 Practices of Exemplary Leadership Program assessment data

SLC 1.0 (2008) 18 categories 60 competency

headers Varied in dimensions

Methodology 16,925 learning outcomes from 475 academic programs

within 72 academic accrediting organizations coded Council on Higher Education Accreditation U.S. Department of Education Association of Specialized and Professional Accreditors

Refined SLC list Looked for frequency and prevalence of the refined list

Accrediting Agencies (CHEA)AACSB-BusinessACPE-Pharmacy

ARC-PA-Physician AssistantACEJMC-Journalism and Mass Communication

AAMFT-Marriage and Family TherapyAAFCS-Family and Consumer Sciences

ABFSE-Funeral ServiceACCE-Construction

ALA-LibraryACOE-OptometryAPA-PsychologyAABI-Aviation

AAFCS-Family and Consumer SciencesABET-Engineering and Technology

ACBSP-BusinessACOTE-Occupational Therapy

APTA-Physical TherapyASHA-Speech, Language, and Hearing

AVMA-Veterinary SciencesCAAHEP-Allied HealthCACREP-CounselingCADE-ADA-Dietetics

CAHME-Healthcare ManagementCCE-Chiropractic

CCNE-Nursing

CIDA-Interior DesignCORE-RehabilitationCSWE-Social Work

JRCERT-Radiologic TechnologyJRCNMT-Nuclear Medicine Technology

LAAB-Landscape ArchitectureNAACLS-Clinical Laboratory Sciences

NASAD-Art and DesignNASD-Dance

NASPAA-Public Affairs and AdministrationNAST-Theatre

NCATE-Teacher EducationPAB-PlanningSAF-ForestryACF-Culinary

ATMAE-Technology, Management, and Applied Engineering

COA-OpticianryCoA-NA-Nurse Anesthesia

IFSAC-Fire ServiceIACBE-Business

NASM-MusicNLNAC-Nursing

COAPRT-Parks, Recreation, Tourism, and Related Professions

TEAC-Teacher Education

Accrediting Agencies (DOE/ASPA)ACAOM-Acupuncture and Oriental Medicine

ACME-Midwifery EducationABA-Law

ADA-DentalAOA-Osteopathy

COCA-OsteopathyACPE-Pastoral EducationCOMTA-Massage Therapy

CEPH-Public HealthCNME-Naturopathic Medicine

LCME-Medical EducationMEAC-Midwifery

ATS-TheologyAANP-Nurse PractitionersCAATE-Athletic TrainingCo-ARC-Respiratory Care

ASHP-Pharmacy TechAPsaA-PsychoanalysisABAP-Psychoanalysis

GAC-Project ManagementFEPAC-Forensic Science

EHAC-Environmental HealthCCIE-Interpretation

SLC OverviewSLC 3.0 (2011)

8 categories 61 competency headers 4 dimensions of each header

Knowledge Value Ability Behavior

SLCsCategory Competency Header

Learning and Reasoning Research Other PerspectivesReflection and ApplicationSystems ThinkingAnalysis

SynthesisEvaluationProblem SolvingDecision MakingDeveloping Original Ideas

Self Awareness and Development

Self Understanding Personal Values Personal Contributions

Scope of Personal Competencies Feedback from Others Developing Competencies

Interpersonal Interaction Healthy RelationshipsAppropriate Interaction Helping Others Others' Contributions Empathy Supervision

Providing Feedback Mentoring Empowerment Motivation Collaboration

Group Dynamics Organizational BehaviorPower Dynamics

Group Development Creating Change

Civic Responsibility Diversity Others' Circumstances Social Justice

Inclusion Social Responsibility Community Development

Communication Oral Communication Nonverbal Communication Listening Writing

Facilitation Conflict Negotiation Articulating a Point of View

Strategic Planning Mission Vision Goals

Plan Organization Time Management

Personal Behavior EthicsResiliencyResponding to Change Responding to Ambiguity Functioning Independently Initiative

Follow Through Responsibility for Personal Behavior Positive Attitude Confidence Excellence

Results50% of all 16,925 outcomes have one or more SLCs

(8540)84.4% of 475 academic programs have one or more

SLCs98.9% of 72 accrediting organizations have one or

more SLCs64.75% of all SLCs appear in at least one program

(158/244)98.4% of all SLC headers appear in at least one

program (60/61)Confidence did not appear

Leadership: Word appears in 36.6% of all 72 accrediting organizations

Average # SLCs Per Academic ProgramField Average # of SLCs per academic program in this field

Counseling/Therapy 22.3

Public Service 18.7

Retail 16.0

Culinary 15.0

Education 13.0

Health/Medical 12.9

Architecture/Construction 10.8

Information/Communication 10.0

Art/Design 9.1

Aviation 8.0

Business 7.1

Theology 6.8

Science 6.75

Environmental 6.3

Law 5

Performance 3.4

Computer Science 3.3

Engineering 1.3

SLCs by Prevalence and Frequency

Competency Prevalence

Frequency

UA Student Growth

Oral Communication (Ability) 55.16% 759 (93%) n=631

Evaluation (Ability) 50.74% 1201 (93%) n=192

Writing (Ability) 47.58% 414 (82%) n=373

Analysis (Ability) 35.58% 386 (93%) n=374

Decision Making (Behavior) 33.47% 420 NA

Developing Original Ideas (Behavior)

29.89% 324 NA

Collaboration (Ability) 25.05% 255 (95%) n=313

Synthesis (Ability) 23.37% 191 (92%) n=285

Others’ Circumstances (Knowledge)

21.89% 318 (96%) n=318

Articulating a Point of View (Ability)

21.89% 308 (91%) n=110

Appropriate Interaction (Ability) 21.47% 256 (94%) n=382

Plan (Ability) 19.37% 240 (90%) n=216

Academic Success Predictors

Competency

*Goals (Ability) (92%) n=219

*Confidence(Ability) (99%) n=70

*Problem Solving (Ability) (92%) n=453

*Oral Communication (Ability) (93%) n=631

*Collaboration (Ability) (95%) n=313

*Healthy Relationships (Ability) (89%) n=179

Time Management (Ability) (94%) n=36

Organization (Ability) (93%) n=121

Resiliency (Ability) (100%) n=22

Follow Through (Ability) (99%) n=68

Initiative (Ability) (95%) n=59*Le, H., Casillas, A., Robbins, S.B., & Langley, R. (2005). Motivational and skills, social, and self-management predictors of college outcomes: Constructing the student readiness inventory. Educational and Psychological Measurement, 65(3), 482-508.

ResourcesStudent Leadership Competencies Indicator:

slc.webhost.uits.arizona.edu/quiz.php

Academic Program Search (search for competencies by academic program): slc.webhost.uits.arizona.edu/slcsbycareer.php

Leadership Competency Search (search for leadership opportunities by competency): slc.webhost.uits.arizona.edu/leadprogrambyslc.php

Leadership Program Search (search for competencies by leadership program): slc.webhost.uits.arizona.edu/leadprogrambyslc.php

Handouts based on UA Colleges and recommended leadership programs for particular majors is available at leadership.arizona.edu/slc

ImplicationsStudent involvement in leadership programs can contribute

to the development of competencies that: Can contribute generally to academic success (goal setting,

collaboration) and/or are specifically expected for success in one’s academic program (Increased academic success is linked to higher retention, ACT, 2010)

Can contribute to academic integration as concepts learned in one setting (leadership program) are reinforced in another (classroom) (Increased academic integration can positively impact retention, Tinto, 1982)

Students can understand how the competencies they have and/or enjoy using are expected of their academic program (major congruence). Do the competencies the student has fit with those needed in the

academic program? Are the competencies needed of interest to the student to develop

and/or use?Students can find a leadership program that will help them

develop the competencies they need in their academic program.

Questions? Comments?