Date of Award


Degree Name

EdD Doctor of Education

Dissertation Committee

Susan M. Zgliczynski, PhD, Director; William P. Foster, EdD; Edward Kujawa Jr. PhD


Delphi study, framework, higher education, Leadership studies, student affairs leadership programs, transformational leadership concepts, undergraduate college students, undergraduate university students


Educating undergraduate students in the area of leadership has long been part of the educational mission of many public and private institutions of higher education in the United States. At many of these colleges and universities, leadership education and training has been accomplished by programs directed by student development or student affairs divisions of the institution. The purpose of this study was to identify a framework of transformational leadership concepts that could be integrated into existing student development/affairs leadership programs. The study's objectives were: (1) to obtain expert opinion regarding transformational leadership concepts to be used; (2) to verify whether or not the concepts are found in the current literature and presently included in a select number of leadership programs; and (3) to provide a framework for integrating the concepts into existing programs. The methodology used combined the qualitative research techniques of the Delphi Technique and the Focus Group Interview. A panel of seven professionals, identified as experts in the area of transformational leadership, completed two rounds of questionnaires. The questionnaires collected nominations from panelists on: (1) what concepts would be necessary to introduce the topic of transformational leadership to undergraduates in a leadership program; (2) what sequence these concepts should be presented in; and (3) how these transformational leadership concepts could be best communicated to undergraduate students. Some of the findings of the study were: (1) Empowerment, Shared Power/Shared Leadership, Vision and Values/Ethics were nominated as the transformational leadership concepts to be included in the framework. (2) These concepts were found in the literature, but as a rule were not included in a select number of current programs. (3) One example of a typical suggestion made by several panelists was that leadership training should be integrated with each student's personal experience. Finally, based on his expert opinion, the researcher suggested additional transformational leadership concepts and strategies for integrating concepts into student development/affairs leadership programs.

Document Type

Dissertation: Open Access