Reflections from the road: exploring student outcomes and perceptions of an undergraduate Honors Leadership Academy.
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| Title: | Reflections from the road: exploring student outcomes and perceptions of an undergraduate Honors Leadership Academy. |
|---|---|
| Authors: | Redger-Marquardt, Chelsea1 (AUTHOR) chelsea.redger@wichita.edu, Gregus, Samantha1 (AUTHOR) samantha.slade@wichita.edu, Mason, Cindi1 (AUTHOR) cindi.mason@wichita.edu, Stucky, Doug1 (AUTHOR) doug.stucky@wichita.edu, Berry, Bobby1 (AUTHOR) bobby.berry@wichita.edu |
| Source: | Journal of Leadership Education. 2026, Vol. 25 Issue 2, p153-166. 14p. |
| Subject Terms: | *Leadership training, *Experiential learning, *Interdisciplinary education, *Psychology of students, *Achievement gains (Education), *Place-based education, Design thinking |
| Abstract: | Purpose: Leadership can be developed through interdisciplinary teaching with a focus on innovation and design thinking, and travel as an experiential learning exercise. Design thinking encourages students to engage in problem solving from an interdisciplinary lens, often resulting in personal growth. Place as Text allows students to explore places experientially, and often results in increased motivation, engagement and learning when included in courses. The purpose of the current study was to explore how participation in an Honors Leadership Academy that combined instruction and travel impacted student perceptions of growth, learning and self-report of leadership values. Design/methodology/approach: A mixed-method design was used in the current study. Four cohorts of undergraduate honors students (n = 30) enrolled in an Honors Leadership Academy rated their leadership values at pre- and post-participation in the academy. Students also completed reflection essays at the conclusion of their experience in the academy. Essays were coded and analyzed using reflexive thematic analysis to assess growth or changes in leadership values and learning overall. Findings: Participation in the academy resulted in improvement in participants' ratings of their leadership values. Thematic analyses revealed growth in students' leadership knowledge, peer relationships, self-discovery, appreciation for collaboration, connection to the college/university and place-based learning. Originality/value: The current study highlights how an interdisciplinary, collaborative Honors Leadership Academy that combines instruction with travel can promote students' understanding and growth in leadership values and learning through an innovative model. This study also adds to the literature specifically exploring leadership development in undergraduate honors students. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Leadership Education is the property of Journal of Leadership Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 194902465 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Reflections from the road: exploring student outcomes and perceptions of an undergraduate Honors Leadership Academy. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Redger-Marquardt%2C+Chelsea%22">Redger-Marquardt, Chelsea</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> chelsea.redger@wichita.edu</i><br /><searchLink fieldCode="AR" term="%22Gregus%2C+Samantha%22">Gregus, Samantha</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> samantha.slade@wichita.edu</i><br /><searchLink fieldCode="AR" term="%22Mason%2C+Cindi%22">Mason, Cindi</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> cindi.mason@wichita.edu</i><br /><searchLink fieldCode="AR" term="%22Stucky%2C+Doug%22">Stucky, Doug</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> doug.stucky@wichita.edu</i><br /><searchLink fieldCode="AR" term="%22Berry%2C+Bobby%22">Berry, Bobby</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> bobby.berry@wichita.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Leadership+Education%22">Journal of Leadership Education</searchLink>. 2026, Vol. 25 Issue 2, p153-166. 14p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Leadership+training%22">Leadership training</searchLink><br />*<searchLink fieldCode="DE" term="%22Experiential+learning%22">Experiential learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Interdisciplinary+education%22">Interdisciplinary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychology+of+students%22">Psychology of students</searchLink><br />*<searchLink fieldCode="DE" term="%22Achievement+gains+%28Education%29%22">Achievement gains (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Place-based+education%22">Place-based education</searchLink><br /><searchLink fieldCode="DE" term="%22Design+thinking%22">Design thinking</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Purpose: Leadership can be developed through interdisciplinary teaching with a focus on innovation and design thinking, and travel as an experiential learning exercise. Design thinking encourages students to engage in problem solving from an interdisciplinary lens, often resulting in personal growth. Place as Text allows students to explore places experientially, and often results in increased motivation, engagement and learning when included in courses. The purpose of the current study was to explore how participation in an Honors Leadership Academy that combined instruction and travel impacted student perceptions of growth, learning and self-report of leadership values. Design/methodology/approach: A mixed-method design was used in the current study. Four cohorts of undergraduate honors students (n = 30) enrolled in an Honors Leadership Academy rated their leadership values at pre- and post-participation in the academy. Students also completed reflection essays at the conclusion of their experience in the academy. Essays were coded and analyzed using reflexive thematic analysis to assess growth or changes in leadership values and learning overall. Findings: Participation in the academy resulted in improvement in participants' ratings of their leadership values. Thematic analyses revealed growth in students' leadership knowledge, peer relationships, self-discovery, appreciation for collaboration, connection to the college/university and place-based learning. Originality/value: The current study highlights how an interdisciplinary, collaborative Honors Leadership Academy that combines instruction with travel can promote students' understanding and growth in leadership values and learning through an innovative model. This study also adds to the literature specifically exploring leadership development in undergraduate honors students. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Leadership Education is the property of Journal of Leadership Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 14 StartPage: 153 Subjects: – SubjectFull: Leadership training Type: general – SubjectFull: Experiential learning Type: general – SubjectFull: Interdisciplinary education Type: general – SubjectFull: Psychology of students Type: general – SubjectFull: Achievement gains (Education) Type: general – SubjectFull: Place-based education Type: general – SubjectFull: Design thinking Type: general Titles: – TitleFull: Reflections from the road: exploring student outcomes and perceptions of an undergraduate Honors Leadership Academy. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Redger-Marquardt, Chelsea – PersonEntity: Name: NameFull: Gregus, Samantha – PersonEntity: Name: NameFull: Mason, Cindi – PersonEntity: Name: NameFull: Stucky, Doug – PersonEntity: Name: NameFull: Berry, Bobby IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 15529045 Numbering: – Type: volume Value: 25 – Type: issue Value: 2 Titles: – TitleFull: Journal of Leadership Education Type: main |
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