Changes in the Student’s Leader Identity through Experiential Leadership Education in Universities

Focusing on the Indirect Effects of Feedback Mediated by Reflection

Abstract

The purpose of this study is to clarify the relations between an experiential learning-based leadership education program at a university and student's leader identities. Specifically, by focusing on feedback and reflection in the program we quantitatively analyze the relations between these and student's leader identities. To achieve this objective, we conduct an online questionnaire survey on students (10 classes, 60 teams, 292 students) who are enrolled in the experiential learning-based leadership education program. We then perform multilevel structural equation model analysis. As a result, we find that feedback mediates reflection and has a positive association with student's collective and relational leader identities, and that the change of leader identities varies depending on the contents of reflection.