Leadership identity development through intra- and interpersonal skills education: a phenomenological study of college students
Hannah M. Sunderman, Abigail H. Cheng, Kate D. McCain, Jaya Powell, Eliott ErazoPurpose
This study explored the perceived connection between intra- and interpersonal skills (IIS) education and leadership identity development (LID) among undergraduate students.
Design/methodology/approach
Using a phenomenological design, semi-structured interviews were conducted with 11 purposively sampled undergraduate students who had completed an IIS-focused leadership course. Data were analyzed using inductive thematic analysis to identify shared patterns across participants' experiences.
Findings
Participants described a sequential developmental process through which they perceived IIS education to have reshaped their understanding of leadership. Reflection, vulnerability and values exploration fostered intrapersonal growth that supported interpersonal skills practice. As a result, participants shifted from understanding leadership as positional and authority-based to viewing it as a relational, values-driven process, contributing to a more complex leadership identity.
Practical implications
Findings suggest that leadership educators should intentionally design psychologically safe and courageous learning environments that incorporate reflection, values exploration, vulnerability and peer interaction to support both IIS and LID.
Originality/value
This study addresses a theoretical and pedagogical gap by exploring IIS education as a potential developmental pathway through which undergraduate students redefine their understanding of leadership and their view of themselves as a leader.