Off-campus UNL users: To download campus access dissertations, please use the following link to log into our proxy server with your NU ID and password. When you are done browsing please remember to return to this page and log out.

Non-UNL users: Please talk to your librarian about requesting this dissertation through interlibrary loan.

“A place of becoming” Leadership educators' experiences teaching leadership: A phenomenological approach

Heath E Harding, University of Nebraska - Lincoln


This phenomenological study described the experiences of twelve leadership educators who were teaching leadership in undergraduate leadership development programs in the Midwest. The central research question was: What are the experiences of educators who are teaching leadership to undergraduate students at academic institutions? Teaching leadership was defined as providing developmental opportunities (e.g. formal education, in class instruction, one-on-one, coaching, service learning, individual reflection) to increase both leader and leadership capacity. Educators were defined as individuals who provide developmental opportunities for undergraduates. Participants had at least three years teaching leadership at the undergraduate level and were currently teaching a course with the explicit objective of increasing leadership capacity. Four themes emerged from the semi-structured interviews: (a) “I teach leadership. What does that mean?”, (b) “not dancing alone” in the learning community, (c) helping students make a difference, and (d) the educator’s journey: “a place of becoming.” The essence of teaching leadership was about parallel journeys: the students’ journey of leadership development and the journey of self-development of the educators.

Subject Area

Management|Business education

Recommended Citation

Harding, Heath E, "“A place of becoming” Leadership educators' experiences teaching leadership: A phenomenological approach" (2011). ETD collection for University of Nebraska - Lincoln. AAI3449975.