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.
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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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