Theoretical/Philosophical Framework 

The social change model of leadership(Higher Education Research Institute, 1996) serves as the theoretical framework for the BGSU LEAD program. Within this paradigm, leadership is defined as a relational, transformative, process-oriented, learned, and change-directed phenomenon (Rost, 1993). Effective leaders demonstrate knowledge of self and the ability to work interdependently toward the betterment of society.

 The central tenets associated with the social change model include social responsibility and change for the common good. Such ideals are achieved through the development of the following eight core values targeted at enhancing your level of self-awareness and ability to work with others (HERI, 1996): consciousness of self, congruence, commitment, common purpose, collaboration, controversy with civility, citizenship, and change. These values function at the individual (i.e. consciousness of self, congruence, and commitment), group (i.e. common purpose, collaboration, and controversy with civility), and societal (i.e. citizenship).  

Emotional Intelligence (Goleman, 1996; Nelson & Low, 2003) and Kouzes and Posner’s Leadership Challenge (2002) are also infused in the leadership development curriculum. Emotional Intelligence theories parallel the social change model’s focus on self-awareness followed by an exploration and understanding of interdependence within a group/societal context. Kouzes and Posner, on the other hand, is a non-hierarchical leadership model centered on the following five leadership practices: challenging the process, inspiring a shared vision, enabling others to act, modeling the way, and encouraging the heart. The practices associated with this model serve as the basis for a number of leadership development activities currently taking place at BGSU (e.g., Leaders in Residence, Advanced Leaders in Residence, Presidents Leadership Academy).

Components of the newly developed Leadership Identity Development theory (Komives, Casper, Longerbeam, Mainella, & Osteen, 2004) have also been used to inform the process of leadership development along which students in the BGSU LEAD program will travel. This model suggests that leadership development occurs across the following six stages: (1) awareness, (2) exploration/engagement, (3) leader identified, (4) leadership differentiated, (5) generativity, and (6) internalization/synthesis.

These leadership models are highly congruent with the five core values of Bowling Green State University and effectively complement the mission and vision of the BGSU LEAD program. Moreover, achievement of a leadership certificate within the framework of the BGSU LEAD program complements the university-wide learning outcomes.

“Leadership does not simply happen. It can be taught, learned, developed. Those who influenced me…all contributed valuable elements to my [leadership] philosophy.”

Rudolph Giuliani (2002)

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