College students as catalysts for social change: a case study

by

Bachelor of Arts, Michigan State University, 1981

Master of Arts, Michigan State University, 1983

A Dissertation

Submitted to the Graduate Faculty

of the

in partial fulfillment of the requirements

for the degree of
Doctor of Philosophy

Grand Forks, North Dakota

June

2008

___________________________

Chairperson
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___________________________

___________________________

This dissertation meets the standards for appearance, conforms to the style and format requirements of the Graduate School of the University of North Dakota, and is hereby approved.

______________________________

Dean of the Graduate School

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Date

PERMISSION

Degree: Doctor of Philosophy

In presenting this dissertation in partial fulfillment of the requirements for a graduate degree from the University of North Dakota, I agree that the library of this University shall make it freely available for inspection. I further agree that permission for extensive copying for scholarly purposes may be granted by the professor who supervised my dissertation work or, in his absence, by the chairperson of the department or the dean of the Graduate School. It is understood that any copying or publication or other use of this dissertation or part thereof for financial gain shall not be allowed without my written permission. It is also understood that due recognition shall be given to me and to the University of North Dakota in any scholarly use which may be made of any material in my dissertation.

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Date ___________________________
TABLE OF CONTENTS

LIST OF FIGURES xii

1. 
   INTRODUCTION 1
   

Background of the Case Study 1

Research Questions 5

Statement of the Problem 5

Relevance of My Study 6

Definition of Terms 8

Researcher Perspective 9

Program Model 10

Summary 14

II. LITERATURE REVIEW 15

Historical Review of Social Movements 15

Lessons Learned 18

Change makers 20

Generational Characteristics 22

Civic Engagement 26

Organizational and Social Change Theories 29

Leadership Theories 33

Networked Knowledge Era 39

Family Influences 39

Self-Efficacy 40

Student Development 41

Summary 43

III. DESIGN OF THE STUDY 44
Case Study Methodology 45

Research Questions 46

Site and Participants 46

Data Collection 47

Documentation and Archival Records 48

Interviews 49

Direct Observations 50

Participant Observations 51

Data Management 52

Ethics 53

Validity 53

Data Analysis 55

Limitations of Study 59

Summary 60

4. 
   RESEARCH FINDINGS 61
   

Introduction 62

The Founders 66

Pete- Director of End Results 67

Mackenzie- Director of Lasting Impressions 69

Roy- Director of Dream Management 72

Nickers- Director of Finer Details 74

Make a Difference Tour 77

Preparation 77

Action 78

Reflection 78

Celebration 79

Individual qualities 80

Experiences and Influences 80

Parental Involvement: A Family Affair 83

Barriers 86

Educational Program Impact 88

Traits and Values 92

Distributed Leadership 92

Naïveté and Idealism 93

Commitment to Principles 94

Optimism 96

Altruism 97

Sacrifice 100

Giving and Philanthropy 103

Structural Issues 106

Collaborative Development and Design 106

Clear Purpose- SLP Goals 109

Goal to Change Stereotypes 109

Goal to Change Lives 110

Goal to Change the World 110

Networking 111

Organizational Components 114

Programmatic Elements 115

The Core Model 115

Leadership Models 122

Revealing Leadership 122

Mad Lib Leadership 124

Reentry Model 126

Customizable Mass Production 129

Challenging the Comfort Zone 131

Foundational Elements 133

Core values 133

Trust 134

Initiative 135

Passion 136

Support 137

Social Factors 140

Hierarchy 141

Board Dynamics 144

Feedback 148

Outcomes 150

Catalyst and Transformation 150

Relationships 153

Ownership 155

Empowerment 157

Leadership 160

Inclusiveness 162

Commitment to Service 164

Summary 166

V. Conclusions 169

Summation 169

Habits of Life of the Founders 172

Organizational Functions 173

Leadership Techniques 173

Business School Influences 174

Technology 174

Template Model 175

Customizable Mass Production 177

Political Involvement 178

Core Model 179

Feedback 180

Sustainability 181

Recommendations for Higher Education 186

Implications for Student Affairs 187

SLP Lessons for the classroom 188

The “It” of SLP 189

Future Research 195

Reflections: The Birth of a Student Movement 196

Appendices 199

References 206

ACKNOWLEDGMENTS

This dissertation has been the end of a journey that was not traveled alone. I wish to acknowledge those who traveled with me and those who supported me along the way. Thanks to Janet Cederberg and Dorothy Baumgartner for serving as my peer debriefers, spending time helping me figure out “the dance.” Thanks Janet for also experiencing the MAD tour and supporting the poison ivy outbreak! Thanks to Dr. Betsi Little for serving as a peer examiner and being excited about research. Thanks to Dr. Kim Gillette for input on data analysis. Thanks to the early crew who also offered proofing support-Ryan Owens, Amanda Hill and Janine Thull. Special thanks go to wordsmith Andrew Svec who offered his assistance. My undying gratitude to Teri Cain for your encouragement, support and proofing abilities in finishing this research. Thanks to the women at the 4:30 Coffee house in Chippewa Falls, WI who offered me a space to work, in what is often a solitary process.

To my cohorts in this educational adventure: Linda Rains, Marcia Walker, Eric Burgess and Norman Coley, Jr. Thanks for the Panda Buffet meals, the overnight accommodations, the prayers, encouragement and traveling this path with me! I am glad we did it together.

Thanks to my doctoral committee; especially Dr. Margaret Healy who always cared about me as a person first and a student second. To my chair, Dr. Marcus Weaver-Hightower, who had to put up with my many emails, questions and over zealous nature!

To the founders of SLP, you are an inspiration to me. I believe in you and your dreams, thanks for allowing me to be a part of your lives for the past year.

Praise to a God that is bigger than any of us and gives me faith and strength in my daily life.

Last, and most importantly—my family Tom, Gillian and Michaela who supported, encouraged, listened and believed in me through the years. Thanks for the sacrifices you have made to help me realize my dream. I love you with all my heart. This dissertation is dedicated to you--may you always keep your dreams alive and be a catalyst for change in this world.

LIST OF FIGURES

Figure Page

1. Make a Difference map by all cities 4

2. Social change model of leadership 31

3. Themes, Domains and Assertion 58

4. Core Model 115

5. SLP Pyramid 141

6. SLP organic model 142

7. SLP organizational chart 143

8. Make a Difference Post-survey question 161
ABSTRACT

This qualitative research study is a single case study of one college student initiated student movement known as the Student Leadership Program (SLP) from the perspectives of the founders, board and committee members, former advisors, student participants and parents. To understand this initiative I asked the following questions: What motivated the student founders to create SLP? What barriers were encountered? What experiences and social factors help them to persist? What leadership characteristics did they each contribute? I also sought to understand the impact of the founders’ educational background on the questions, as well as the program model they have created.

The primary data were collected over a ten-month period. In addition I analyzed data acquired over a period of three years from when I was first introduced to SLP. The data were collected from multiple sources including 27 interviews (founders, board members, committee members, student participants, adult participants, organization advisors and parents), pre- and post-survey data from service bus trips, three observations, attendance at three development committee meetings, group manuals and numerous articles, newsletters and websites. The interview transcripts were coded with key words from which frequently occurring concepts developed. The codes and data were grouped into main categories. These categories were then used to develop the six major themes that emerged from the data analysis. First, the founders were shaped by individual experiences including strong familial influences. The SLP founders exhibited individual traits and values that included a high degree of selflessness. The founders are also, finally, committed to a common vision, clear purpose and goals. These first three themes all fall under the larger domain of individual qualities of the founders. The remaining themes fall under the larger domain of components of the organization. Programmatic elements are those created by and unique to SLP. The foundational elements are the internal and external factors that influence the operation of SLP. Numerous outcomes demonstrate the complexity of judging the “effectiveness” of SLP. My overall assertion is that the combination of the founders’ individual qualities and the organizational components has created a student organization that is part of a larger social movement of engagement of young people in society. The interaction between the founders and the organization has created the “it” of SLP, the somewhat intangible aspect of the group that is discussed in my conclusion. Results of this study suggest that the practices of SLP resonate with the millennial student population and seem to add to students’ feelings of empowerment as it relates to service, relationships and leadership development. Students involved in SLP are catalysts for social change in many different capacities.
CHAPTER I

INTRODUCTION