Publication Date
| In 2026 | 0 |
| Since 2025 | 0 |
| Since 2022 (last 5 years) | 0 |
| Since 2017 (last 10 years) | 0 |
| Since 2007 (last 20 years) | 1 |
Descriptor
| Affective Behavior | 1 |
| College Students | 1 |
| Grounded Theory | 1 |
| Group Dynamics | 1 |
| Guidelines | 1 |
| Interpersonal Relationship | 1 |
| Leadership Role | 1 |
| Leadership Training | 1 |
| Learning Experience | 1 |
| Mastery Learning | 1 |
| Metacognition | 1 |
| More ▼ | |
Source
| Journal of Leadership… | 1 |
Author
| Komives, Susan R. | 1 |
| Longerbeam, Susan D. | 1 |
| Mainella, Felicia | 1 |
| Osteen, Laura | 1 |
| Owen, Julie E. | 1 |
| Wagner, Wendy | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Higher Education | 1 |
| Postsecondary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkKomives, Susan R.; Longerbeam, Susan D.; Mainella, Felicia; Osteen, Laura; Owen, Julie E.; Wagner, Wendy – Journal of Leadership Education, 2009
The leadership identity development (LID) grounded theory (Komives, Owen, Longerbeam, Mainella, & Osteen, 2005) and related LID model (Komives, Longerbeam, Owen, Mainella, & Osteen, 2006) present a framework for understanding how individual college students develop the social identity of being collaborative, relational leaders…
Descriptors: Leadership Training, Grounded Theory, Self Concept, Models
