Publication Date

Spring 5-10-2022

Document Type

Action research project: Open access

Degree Name

MA Higher Education Leadership

Department

Leadership Studies

Abstract

As a higher education professional, I seek to develop the next generation of leaders. The purpose of this research study was to explore how student leaders’ self-awareness, in terms of leadership styles, changed through engaging in self-reflection. The research questions were: (1) What do students know about their personality and leadership style after having taken the Myers-Briggs Type Indicator (MBTI)? and (2) Can engaging in self-reflection impact their leadership? Addressing these questions through research and implementing new practices would expand students’ skillsets. This is important because not many student leaders have access to tools and instruments that can help them identify their preferences or strengths; thus, they serve and lead without fully knowing or understanding their potential. There was a total of one precycle and three cycles that followed Kolb’s (1984) experiential learning cycle model through one-on-one interviews and surveys. Ultimately, my findings indicated that identifying personality preferences and engaging in self-reflection support student leaders in self-awareness, which in turn influences their advocacy and service.

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