Leadership development in higher education is not a topic that has been extensively studied, but existing research highlights the impact of precollege leadership experiences and campus-based training programs on student leadership growth. Students who engage in leadership roles before entering college are more likely to continue developing these skills through university-sponsored programs. However, while these studies provide valuable insights into leadership growth, there are notable gaps in the literature that warrant further investigation.

Key Gaps in the Literature of Leadership Development

Most of these gaps center around a lack of demographic based studies, influencing the results of leadership research.

Underrepresentation of Marginalized Groups

A critical gap in leadership development research is the insufficient focus on women and underrepresented minorities. Baccei (2015) highlights the lack of in-depth studies on how leadership programs affect these groups differently, despite evidence suggesting that gender and racial background influence leadership experiences. Without targeted research, institutions may struggle to design inclusive leadership programs that address diverse student needs. Institutions should focus their efforts on understanding how marginalized students interact with leadership opportunities in order to fill this gap and provide the best possible opportunities for their students.

Interaction Effects of Demographics

Another limitation is the scarcity of research analyzing how gender and racial background interact with other factors in leadership development. Baccei (2015) notes that while some studies consider individual demographic factors, few explore the intersectionality of these identities and their combined influence on leadership growth. A more nuanced understanding of these dynamics could lead to more equitable leadership development initiatives. Researchers should look more into these intersecting identities in order to understand what motivates students’ participation (or lack thereof) in leadership opportunities.

Insufficient Longitudinal Studies

The dominance of cross-sectional studies presents another challenge in capturing the progression of leadership skills over time. Cotrim and Da Silva Gomes (2024) describe the “concerning” lack of qualitative longitudinal research, emphasizing that such studies would provide “rich insights” into leadership development. While short-term studies offer valuable snapshots, they fail to account for the evolving nature of leadership competencies and the long-term effects of educational interventions.

Consequences of Research Gaps

The lack of comprehensive research on leadership development has significant implications for institutional policies and practices in higher education. Cotrim and Da Silva Gomes argue that “evidence from almost half a million students from 600 institutions highlights that leadership knowledge as well as opportunities for application of learned principles are related with an increase in leadership capacity upon conclusion of higher education” (2024). Given this evidence, it is imperative that students receive high-quality leadership education tailored to diverse backgrounds and learning styles.

Conclusion

To achieve this goal, further research—particularly longitudinal and mixed-method studies—should be prioritized to better understand how leadership development occurs over time and across different student populations. By addressing these gaps, higher education institutions can create more effective leadership programs that foster equitable opportunities for all students to develop as future leaders.

References

Baccei, Mark Andrew. “Understanding college student leadership development: A longitudinal examination of the impact of campus-based leadership trainings.” PhD diss., University of Illinois, 2015. https://iro.uiowa.edu/esploro/outputs/doctoral/9983777396702771.

Cotrim, Felipe Senna, and Jorge Filipe Da Silva Gomes. 2024. “Longitudinal studies of leadership development: a scoping review.” Current Psychology 43: 29558–29586. https://doi.org/10.1007/s12144-024-06567-4.

Laurs, Deborah E. 2018. “Perceived impact of PASS leadership experience on student leaders’ transferable skills development.” Journal of Peer Learning 11 (1): 27-40. https://files.eric.ed.gov/fulltext/EJ1175971.pdf.

About the Author

Amanda Dorsey is a student in the Master of Arts in Higher Education program at Elon where she’s also a Graduate Apprentice in the School of  Law’s Student Life office. As part of the MHE program’s coursework, Amanda collaborated with fellow students to research and write this series of blog posts on leadership in higher education.

How to Cite This Post

Dorsey, Amanda. 2025. “Research on Leadership Development: A Brief Overview.” Center for Engaged Learning (Blog). Elon University, March 21. https://www.centerforengagedlearning.org/research-on-leadership-development-a-brief-overview.