Conceptual Model
Research is only as good as its design.
Clear conceptual and theoretical grounding coupled with established, high psychometric rigor are at the core of MSL. We generate data and results that are accurate, able to be applied with confidence, and add to the collective knowledge base on human capacity-building (e.g., leadership development, civic engagement, workforce readiness). MSL started as a research study with a dual goal of accelerating organizational partners’ abilities to drive impact locally through their organizations. Today, hundreds of educational organizations around the globe rely on MSL’s conceptual model to drive their assessment, program design, and participant experiences.
Built upon Astin’s (1993) “Input-Environment-Output” (I-E-O) College Impact Model
An adapted version of Astin’s (1993) Input-Environments-Output (I-E-O) Impact Model provides the conceptual framework for MSL. This includes collecting data about youth and students’ experiences prior to exposure to an enthronement like high school, college, or a nonprofit’s programmatic interventions. Concurrent learning experiences (e.g., involvement in sports, degree program, mentoring experiences, leadership training) are also collected so that they can be triangulated to identify the unique influences on learning outcomes.
The model is adapted in two key ways:
1. The environment is extended to include variables representing experiences outside the direct environment of interest (e.g., school, program, organization) to ensure the accuracy of impact findings.
2. The study collects data at a single point with pre-environmental data collected through retrospective questions. Participants are asked to think back to what they did and how they were prior to exposure to the environment. MSL can be conducted as a true, longitudinal study, however, the use of retrospective questions is supported by prior research indicating it reduces response-shift-bias and yields accurate indications of student gains (Howard, 1980; Rohs, 2002; Rohs & Langone, 1997).
Theoretical Framework
More than the social change model.
The original theoretical framework for the MSL was the Social Change Model of Leadership Development (SCM; HERI, 1996). The SCM measures socially responsible leadership capacity defined as “a purposeful, collaborative, values-based process that results in positive social change” (Komives, Wagner, & Associates, 2009, p. xii).
As a result of nearly two decades of data collection and analyses, the MSL theoretical framework evolved to capture a broader range of capacities or “soft skills” associated with human development. The current theoretical framework draws from a much more robust set of interdisciplinary, theoretical constructs representing a broader spectrum of human development.
Theoretical Framework
More than the social change model.
The original theoretical framework for the MSL was the Social Change Model of Leadership Development (SCM; HERI, 1996). The SCM measures socially responsible leadership capacity defined as “a purposeful, collaborative, values-based process that results in positive social change” (Komives, Wagner, & Associates, 2009, p. xii).
As a result of nearly two decades of data collection and analyses, the MSL theoretical framework evolved to capture a broader range of capacities or “soft skills” associated with human development. The current theoretical framework draws from a much more robust set of interdisciplinary, theoretical constructs representing a broader spectrum of human development.
This includes:
Contemporary Leadership Theory– Research from MSL has demonstrated that post-industrial theories of leadership have much in common. Thus, the theoretical framework now draws on key dimensions from a wider range of contemporary theories.
Social Psychology & Human Development– Research from MSL points to the complexity of developmental processes. Contributing to leadership development involves much more than simple skill-building. As such, the theoretical frame relies heavily on insights from psychological and human development theories to inform the study.
Critical & Justice–Based Perspectives– The MSL design has always attempted to model the values of social justice on which the SCM is predicated. This has led to increasing attention to design elements that draw on critical and justice-based perspectives.
Beyond the Social Change Model
Where we are today.
The MSL measures capacities defined as an individual or group’s knowledge, skills, behaviors, and attitudes associated with a key human development concept (e.g., creative problem-solving, integrity). Each of the 30+ capacities are arranged into convenient categories essential for human development.
*Denotes capacities with scales currently being built and tested.
Civic Leadership
Civic Engagement
Desire and ability to contribute to one’s community.
Generativity
Concern for future generations as well as engagement in current actions to advance the future of a community.
Social Capital Creation
Ability to develop and maintain diverse relationships across traditional boundaries for the purpose of mutual benefit in personal, community, and professional domains.
Leadership Aspirations*
Drive to engage in leadership grounded in concern about the perceptions of others and how successes and failures will be attributed to the individual.
Leadership Motivation*
Drive to engage in leadership grounded in one’s personal commitment to a group or community’s desired outcome.
Personal Leadership
Self-Awareness
Understanding of and ability to express one’s sense of self, values, and priorities.
Integrity
Alignment between convictions (i.e., beliefs, values, attitudes) and actions.
Personal Responsibility
Commitment to directing one’s energy and actions toward agreed-upon efforts.
Emotional Self-Awareness
Ability to accurately recognize one’s emotions and their influences.
Emotional Self Regulation
The ability to use emotions to inform one’s impressions of an experience while intentionally choosing actions to pursue healthy and effective ways forward.
Learning Efficacy*
Advanced cognitive abilities including critical thinking, self-directed learning, and making connections between ideas.
Interpersonal Leadership
Collaboration
Ability to envision multiple pathways in navigating systems to achieve goals.
Open-Mindedness
Receptivity to and appreciation of differing viewpoints and the advantages of engaging with them in productive ways.
Sense of Belonging
Degree to which an individual feels a sense of affiliation and connection to an organization/program.
Teaming*
Behaviors that lead to cohesive and supportive teams.
Mentoring*
Degree to which mentoring relationship focuses efficacy-building.
Role Modeling*
*Note definition is under review by scholars
Sustainable Leadership
Agency
Ability to initiate and sustain goal-directed efforts.
Leadership Efficacy
One’s internal beliefs about their likelihood of success when engaging in Leadership processes.
Resilience
Ability to persist in the midst of adversity and positively cope with stress.
Search for Purpose
Meaning-making grounded in the exploration of life’s deeper purpose.
Adaptability*
One’s comfort with, perceived benefit of, and tolerance for processes involving change.
Inclusive Leadership
Cultural Competence
Requisite awareness, values, and behaviors that enable effective communication and advocacy across cultures.
Social Perspective-Taking
Ability to take another person’s point of view and accurately infer their thoughts and feelings.
Social Change Behaviors
Enactment of values-based Leadership and civic engagement behaviors to advance the common good.
Sociocultural Discussion
Engagement with peers around compelling social and cultural issues including values stances, diversity, human rights, political perspectives, and religious beliefs.
Navigating Systems
Ability to envision multiple pathways in navigating systems to achieve goals.
Diversity Appreciation*
Appreciation for and value of diversity.
Innovative Leadership
Curiosity
Pursuit of knowledge or experiences through novel, complex, differing, or uncertain stimuli to resolve gaps, understand, and learn.
Critical Questioning
The ability to generate a variety of high-quality questions as well as strategically deploy questions to build relationships and acquire information.
Experimentation
Ability to suspend judgment by hypothesis testing through active experimentation to generate unique insights.
Perceptiveness
The ability to perceive beyond the expected using all senses to heighten awareness in a given moment or context.
Integrative Thinking
Ability to engage in non-linear thinking to make connections across traditional boundaries and seemingly unrelated phenomena.
Creative Problem Solving*
Ability to engage in meaning-making processes to foster possibility thinking as well as “seek out” and transform information into novel and useful ideas.
*Asterisks indicate capacities to be released at a future date.
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Information and Inquiries
For inquiries about the MSL, please email us at msl@expandingleadership.org and a research team member will respond within two business days.
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