Student leadership programs in higher education often promise to shape future leaders, but how well do they deliver on this promise? While leadership development programs are widely implemented in colleges and universities, scholars and practitioners continue to debate their definitions, accessibility, and overall effectiveness.  

This blog post examines these critical dimensions of student leadership in higher education, exploring how leadership is conceptualized, who has access to leadership opportunities, and whether leadership development programs truly prepare students for real-world leadership roles.  

Diverse Definitions of Leadership 

One of the primary challenges in student leadership development is the lack of a universal definition of leadership. Without a clear consensus, institutions may take fragmented approaches to leadership education. Marcketti and Kadolph (2010) note that leadership has been defined in numerous ways, often reflecting either an inherent trait-based perspective or a situational perspective: 

Two of the most widely accepted leadership propositions offer distinct perspectives. One is that good leaders must have the ‘right’ qualities or traits to lead, including vision and commitment. The other perspective holds that leadership is situational, dependent upon the people and the setting involved. (Marcketti and Kadolph 2010) 

This ambiguity influences how leadership development programs are designed and assessed. Some institutions may focus on cultivating specific traits such as charisma, decisiveness, and confidence, while others emphasize adaptability and situational awareness. The diverse interpretations of leadership make it challenging to develop standardized programs that effectively address the needs of all students. 

Inequities in Leadership Opportunities 

There is limited research regarding the inequities students face in taking leadership opportunities on college campuses, despite studies suggesting that gender and race play a role in students’ leadership experiences (Baccei 2015).  

A study conducted by Lamm and colleagues in 2021 displayed the persistent gender inequalities in higher education leadership: 

… females remain excluded from top leadership positions at colleges and universities due to issues relating to ‘career mobility, experience outside academia, selection processes, and gender stereotyping.’ This is a global phenomenon, and higher education institutions are aware of such barriers but have yet to fully address systematic structures and organizational cultures that continue this trend. (Lamm et al. 2021) 

Moreover, the underrepresentation of women and minority students and faculty in leadership roles within institutions mirrors broader social inequities. Without intentional efforts to address these systemic challenges, leadership development programs risk reinforcing the status quo rather than fostering genuine inclusivity. 

Effective Leadership Development Programs 

While leadership development programs are widely promoted as beneficial for students, their actual impact varies. In a meta-analysis of data collected between 1951 and 2018, Reyes et al. (2019) concluded that, overall, leadership development programs are beneficial to improving student knowledge, but are not as effective when it comes to skill-transfer: “… these LD programs improve the extent to which students can become better leaders… more than they improve the extent to which they will be better leaders,” (Reyes et al. 2019). 

This distinction is crucial. While students may gain valuable insights into leadership theories and models, their ability to apply these lessons in professional or organizational settings remains inconsistent. The gap between leadership knowledge and actual leadership practice suggests that programs need to integrate more experiential learning, mentorship opportunities, and real-world application to be truly effective. 

Conclusion 

The promise of student leadership programs in higher education is significant, but their effectiveness remains contingent on several factors: a clear and unified definition of leadership, equitable access to leadership roles, and robust training that ensures skill transferability.  

While existing research highlights both the strengths and weaknesses of these programs, there is still room for improvement in ensuring that leadership development is inclusive, practical, and impactful. Higher education institutions must continue refining their leadership programs to address these concerns and prepare students not just to understand leadership, but to effectively practice it in the real world. 

References 

Baccei, M. A. 2015. “Understanding College Student Leadership Development: A Longitudinal Examination of the Impact of Campus-Based Leadership Trainings.” Dissertation. University of Iowa. https://doi.org/10.17077/etd.40tyzxst.  

Lamm, K. W., Sapp, L. R., Randall, N. L., and Lamm, A. J. 2021. “Leadership development programming in higher education: An exploration of perceptions of transformational leadership across gender and role types.” Tertiary Education and Management 27(3): 297–312. https://doi.org/10.1007/s11233-021-09076-2.  

Marcketti, S. B., and Kadolph, S. J. 2010. “Empowering student leadership beliefs: An exploratory study.” International Journal of Teaching and Learning in Higher Education, 22(2): 131–139. http://www.isetl.org/ijtlhe/.  

Reyes, D. L., Dinh, J., Lacerenza, C. N., Marlow, S. L., Joseph, D. L., and Salas, E. 2019. “The state of higher education leadership development program evaluation: A meta-analysis, critical review, and recommendations.” The Leadership Quarterly 30(5): 101-311. https://doi.org/10.1016/j.leaqua.2019.101311.  

About the Author 

Amanda Dorsey is a Graduate Apprentice in the Master of Arts in Higher Education program at Elon where she also works 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. “Student Leadership in Higher Education” Center for Engaged Learning (Blog). Elon University, March 7, 2025. https://www.centerforengagedlearning.org/student-leadership-in-higher-education.