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Abstract
The purpose of this qualitative single descriptive case study was to understand how
leaders describe and learners in California experience transformation through
engagement in one faith-based practical leadership program. Two research questions
guided the exploration and findings suggest that participants experienced (or continued to
experience) the process of transforming through their engagement within a system of
standards to develop inter- and intra-personal connections as they learned to lead others.
Results may provide leaders with a way to conceptualize a method for exploring their
own program alignments to flesh out curricular and stakeholder needs.
Keywords: transforming leadership, practical education, competency-based
education, faith-based education
Introduction
Based on current empirical literature and nonacademic works of in-situ
experiences of students and leaders, there is a need to understand the nuances of
transformational leadership – how leaders envision the knowledge transfer that occurs for
followers or students and how those students or followers then use the knowledge they
have received in the field. Researchers such as Tepper et al. (2018) suggested additional
research related to the connection between person-fit and transforming leadership tenets,
Anderson and Sun (2017) identified a need to examine transforming leadership
behaviors, while Corcoran and Wellman, Jr.’s (2016) research suggested a need to
understand more about charismatic leadership outside the traditional church context.
The purpose of this qualitative single descriptive case study was to understand
how leaders (in California and Nigeria) describe and learners in California (including
alumni and current students) experience transformation through engagement in one faith-
based practical leadership program. The two research questions to be answered were How
do leaders describe transformation through engagement in a practical leadership
program? and How do learners experience transformation through engagement in a
practical leadership program? The questions guided an exploration of transforming
leadership experiences and competency-based learning. The subsequent sections of this
summary will include an overview of the raw data, its preparation, descriptive findings,
data analysis, results and findings, and a conclusion with recommendations for future
research that connect this work to the existing body of research.
Overview of the Raw Data
The planned data collection for the study involved multiple sources:
1. A questionnaire to be completed by leaders in Nigeria who participated in a
leadership training conducted by alumni of the program in California;
2. A questionnaire to be completed by alumni who may or may not have been the
ones who provided the leadership training in Nigeria;
3. Individual interviews with current students attending the program in California;
4. A focus group with leaders who oversee the program in California; and
5. An individual interview with one top-level leader (president) at the program in
California to get more in-depth information about the mission and vision.
The questionnaire for the leaders in Nigeria was completed on paper. Flyers were
distributed to the leaders in attendance, requesting their participation. Blank copies of the
informed consents and questionnaires were distributed by the educational leaders who
accompanied the alumni who provided the training; the consents and completed
questionnaires were collected and sealed in an envelope.
Alumni were provided access to an online questionnaire, which was securely
hosted on the SurveyPlanet website. The invitation to participate in individual interviews
was sent to current students by email via the program registrar, which included the email
address to which they could reply confidentially. Interview times were offered at the
potential participant’s convenience. Three attempts were made to connect with alumni; in
response to the invitations sent by the registrar’s office, three potential participants
replied in April, May, and June with interest. Two had scheduling conflicts and one
interview was conducted in July 2019. Due to time constraints, the focus group and
individual interview with the program president were not held. Despite repeat attempts
between April 2019 and February 2020 to work with the registrar’s office to schedule the
focus group and interview, it was not possible to get on calendar and the study was
closed. Table 1 (see Appendix F) provides an overview of the demographics for study
participants, who were from across the age spectrum as noted in Table 2 (see Appendix
F).
Questionnaire data from alumni were downloaded from the SurveyPlanet website
as comma separated files (.csv) into Microsoft Excel. Since the leaders completed paper
versions of the questionnaire, data was hand-entered to an Excel spreadsheet that was
organized with column titles to indicate participant identifier, gender, age range,
numerical response to each question, and narrative responses. Data checking and cleaning
involved removing partially complete files (n=1 from the leaders’ data set; while the
questionnaire was complete, the informed consent was not signed).
For the hand-entered information, electronic verification and double entry were
considered but as the data set was small and such methods are often not as accurate as
single entry (c.f. Wahi, Parks, Skeate, & Goldin, 2008), responses were triple-checked for
input accuracy and to avoid data entry error. The interview recording, which was 39
minutes, 52 seconds long, was provided to the Temi site (https://www.temi.com/) for
transcription. Temi offers a free transcription for any recording less than 45 minutes; the
recording was transcribed by the service in less than five minutes. Temi also provides a
confidentiality statement and is password-protected. The provided transcription required
minimal editing and the errors present were related to filler language (um, yeah),
abbreviations (‘leu’ for ‘LU’ – the voiced abbreviation for the program name), and
instances where researcher and participant voices were interpreted as the same voice.
The transcript from Temi was downloaded as a Microsoft Word document and
was converted to PDF for upload into MAXQDA. The Excel spreadsheets were also
uploaded into MAXQDA to allow for a review of and to facilitate coding of the narrative
responses.
Data Analysis Procedures
The initial data plan included thematic analysis (Braun & Clarke, 2006).
However, consideration was made at that time for a directed content analysis (Hsieh &
Shannon, 2005) if the data set was smaller than anticipated. Since fewer than 40
questionnaires were returned and there was only one semi-structured interview and no
focus groups, the analysis steps below follow Hsieh and Shannon’s technique, which
involved the development of codes from existing literature and theory that were then
applied to the narrative text. The leader and alumni questionnaires, as well as the
interview questions, were developed from the recommendations and language of the
existing literature as well. The use of different data points from multiple participants
supported the use of data triangulation (Banister, Burman, Parker, Taylor, & Tindall,
1994) as part of analysis.
Data analysis steps. A conventional content analysis approach is often
appropriate when conceptual frameworks, theories, or existing literature about
description of a phenomenon is limited and when there is more of an inductive
development of categories, themes, and codes based on data collected from participants
(Mayring, 2000). Directed content analysis, which was utilized in the current study, is an
appropriate technique for research designed through use of deductive categories based on
existing literature, theories, or conceptual frameworks (Mayring, 2000) and when further
exploration of an existing phenomenon is warranted (Hsieh & Shannon, 2005). The
foundation for the current study came from a rich body of existing literature on
transformational leadership (Kuhnert & Lewis, 1987); the connection between person-fit
and transformational leadership (Tepper, et al., 2018); the leader-follower relationship
(Dvir, Eden, Avolio, & Shamir, 2002); charismatic leadership (Anderson & Sun, 2017;
Corcoran & Wellman, Jr., 2016); influences of full-range leadership (Anderson & Sun,
2017); competency-based education (Frank, et al., 2010; Gruppen, et al., 201); and
industry-related works related to practical education programs (Gearon, 2014).
Further, Burns’ (1978) notion of transforming leadership served as the conceptual
framework upon which the study was developed. The organizations (the program in
Nigeria and the practical education program in California where the alumni had been
trained and the interviewed student is attending) involved in the current study have a
faith-based origin and the teaching and learning focus of both were practical in nature.
The tenets of Burns’ original transforming framework were deemed most appropriate
over those of transformational leadership theory, developed later by Bass (Roberts,
1985).
The transforming leadership framework (Burns, 1978) and the literature identified
above provided structure; the data set was thin, which confirmed the applicability of a
deductive process (Miles & Huberman, 1994) throughout analysis. Appendix A includes
the codebook containing the key concepts (used as codes during analysis), citation of the
literature from which they came, and operational definitions for each. The list of codes
was developed before data collection and analysis; Appendix B1 includes the code
distribution, or how often segments of the interview and narrative comments from leader
and alumni questionnaires were connected to each code. Appendix C includes categories,
which were developed through an intuitive reduction process (Watkins, 2017) once the
data was collected and reviewed. Appendix D offers themes that were developed through
further reduction of codes and categories after the data was reviewed and analyzed.
First and second steps in analysis: Codes and categories. The analysis process
began with pawing through the various narrative responses (Bernard, 2000) and as
Sandelowski (1995) suggested, involved identifying terms and phrases that at a gut level
made ‘inchoate sense’ (p. 373) in their connection to the terms and concepts identified in
the literature. For example, the interview participant shared the following:
it's the real, the real life every day dealing with the situations that come, but
helping people get through it and pointing them back, pointing them back to God.
And even some of the stuff that we've learned here, I have been able to use it,
especially like the conflict resolution stuff from our leadership class …
(‘L1_Transcript’, 8:23 – 8:26)
Based on Sandelowski’s inchoate sense-making, the passage above was connected to
several codes, including charismatic leadership, leadership, transforming leadership,
leader change agentry, and developing relationships.
Narrative responses from the alumni and leader questionnaires included passages
that were connected to several of these codes as well. For example, in response to the
question Please provide any additional thoughts about your program and how it has
prepared you to be a transforming leader, one alumnus stated ‘Through the action of
loving, caring and encouraging others I’m living in truth and walking in my purpose and
in turn I get to empower others to do the same’ (Alumni7), which was connected to
charismatic leadership, leadership, transforming leadership, and being sensitive to
follower needs. In response to the same question (Please provide any additional thoughts
about your program and how it has prepared you to be a transforming leader). Leader12
responded ‘Teachings had been a balanced one, touching leadership and fellowship’,
which was connected to leadership, transforming leadership, and developing
relationships.
The next step in the content analysis process involved re-reading the narrative
data while examining the code distribution. The result of this second level of examination
led to the list of categories (see Appendix C), which represent the narrowing down of
codes from the initial list. As Braun and Clarke (2006) suggested, this type of category
development was more semantic in nature, since no specific underlying ideas or
assumptions led to their creation. The categories were a reduction or clustering of options
based on those that were or were not identified as having a connection to what
participants said or wrote. Having a list of terms from the conceptual framework and
associated articles prior to data collection and analysis was beneficial for this research,
which was not designed to develop new insight about the phenomena but rather was
created to identify the potential strengths of a practical education program.
The current study was designed as a single descriptive case study, which included
multiple data sources. While two of those sources, including the focus group and
interview with the program president did not occur, there remained three viable yet small
sources suitable for data triangulation (Denzin, 2009), based on different people groups,
involved in different ways with the same organization, at different times (e.g., current
student, alumni, and leaders who received training from alumni).
Triangulation of data. Denzin’s (2009) descriptions of the purpose and process of
triangulation were first published in the late 1970’s; Mathison (1988) identified
challenges in Denzin’s presentation and called for researchers to ‘make sense of what we
find’ (p. 17). In so doing, it is vital to recognize that triangulation does not always and
only lead to convergence of findings but also to inconsistencies and contradictions that
researchers must also report (Farmer, Robinson, Elliot & Eyles, 2006). The current study
included areas of convergence (where all data points connect to the same concept),
inconsistencies (where two of the three data points connect to the same concept), and
contradictions (where only one of the data points connects to the same concept) that will
be discussed in more detail in the Results section that follows.
Another challenge in triangulation is that researchers often rely on intuitive
processes not easily described (Farmer, et al., 2006). Farmer et al. (2006) developed a
triangulation protocol that was, in part, utilized for analysis in this study. While Farmer
and colleagues incorporated six steps in the protocol, including inter-rater reliability (Step
5, Researcher comparison and Step 6, Feedback; see Table 1, p. 383), the current study
included only three steps, with slight adjustments to description of step and activity from
Farmer et al.’s descriptions, as indicated in Table 3 (see Appendix F). Appendix B2
provides three separate tables, showing the various (parent and sub) codes (previously
identified together in Appendix A) as output from the qualitative software analysis
program MAXQDA, based on the coded narrative responses gathered from the individual
interview, alumni questionnaires, and leader questionnaires.
The process of evaluation based on the triangulation protocol (see Table 3,
Appendix F) included identifying Likert-scale response ratings and categorizing them
from Completely Disagree to Completely Agree as part of Sorting (Step 1),
characterizing sets of responses as converging, inconsistent, and contradictory by group
and across groups (Step 2), and reviewing and comparing the groupings to the narrative
data. The Results section includes a discussion of findings from the process.
Third step in analysis: Categories to themes.
The proposed qualitative study involved the development of deductive sense-
making and identification of connections between concepts in the literature and the data.
Reduction from codes to categories included collapsing sub-codes into parent codes. For
example, three of the initial codes (see Appendix A) were ‘student-centered approach’,
‘self-regulated learning’, and ‘seeking and receiving feedback’. According to Gruppen et
al. (2016), self-regulated learning and seeking and receiving feedback are concepts that
make up a student-centered approach. Data from participants were connected to the
concepts and thus, all were collapsed into a category called ‘student-centered approach’
(see Appendix C). After a review of the connections between the narrative and Likert
scale information from all three data sources, the four categories were further reduced to
two themes (see Appendix D).
Results
The purpose of this study was to understand how leaders describe and learners
experience transformation through engagement in a practical leadership program. Of the
invited participants, data were gathered from 1) church leaders from various
organizations in Nigeria who attended a leadership conference and received training from
2) alumni who at that time were completing their practicum, as well as 3) current students
(who had not yet started their practicum assignments) at a practical, faith-based
leadership program in California.
As was noted in the Analysis section, a triangulation protocol allowed for
exploration of connections between codes to develop categories (see Appendix C) and
ultimately to the identification of themes (see Appendix D). Using the 22 individual
codes identified from the column labeled ‘Codes’ in Appendix B2, there were six
identifications of convergence, five identifications of inconsistency, and 11
identifications of contradiction as shown in Figure 1 (see Appendix F). Figure 1 provides
an overview of data triangulation for the narrative information gathered from the semi-
structured interview with a current student and questionnaires from alumni and leaders.
The terms under each data group in white areas, defined in the triangulation protocol as
contradictions, were exclusive to those groups; for example, ‘threats and opportunities in
the external environment’ was coded to the response below from one of the Nigerian
leaders who attended the conference:
I have a warrant for my service, therefore I am not afraid of their plans anymore.
As I remain within my location my allocation shall meet me there also. Do not be
afraid if some of your member left your church, allow them since you stand on
the right. (Leader13)
Based on the triangulation protocol, the data terms in the green area were identified as
inconsistencies because they were applied in the coding of narratives from only two
groups rather than all. For example, ‘learner centeredness’ was coded to the following
response:
I think this program was created to develop leadership to bring out those godly
characteristics that are within each and every one of us, but really to enhance
them and develop them in a way like an essence, like being a, like more of a
disciple of Jesus, but really understanding, really fully understanding what it,
what it takes to like have a servant's heart to be at the bottom to help lift up others
because you can't be up here and like help bring them up at the same time …
(‘L1_Transcript’, :45 – 2:02)
Alumni2’s response was also coded with ‘learner centeredness’: ‘The program was
amazingly supportive towards developing different options/views you can have in
leadership and anything referring to my purpose’.
The triangulation protocol was used with the Likert scale data collected from
alumni and leaders as well, but the process was slightly different. Analysis of the scale
data was not done quantitatively, through parametric or non-parametric tests, means, or
medians. Again, the use of an intuitive frame was incorporated as the data was reviewed.
For questions 1 through 7 on both questionnaires, scores of 1 and 2 (completely disagree
and disagree) were grouped as ‘disagreement’. Scores of 4 and 5 (agree and completely
agree) were grouped as ‘agreement’. For questions 8 through 14, scores of 1 represented
‘yes’ responses and 2 represented ‘no’ responses. As Willett (n.d.) suggested, the
numbers of a Likert scale are ordinal, meaning they are ordered; however, the numbers
themselves have no meaning. Therefore, for qualitative purposes, it intuitively made
sense to see how much overarching agreement or disagreement existed within and across
the groups for all 14 questions.
Appendix B3 provides a similar view of congruence, inconsistency, and
contradiction across the scores for both leaders and alumni. As there were only two
groups, inconsistency (colored in green; see Appendix B3, legend) represents mid-range
scores of ‘neither’ for any responses to questions 1 through 7. Contradiction (colored in
gray) represents outliers for any responses to questions 1 through 7 as well as ‘no’ for any
responses to questions 8 through 14. As noted on the first page of Appendix B3, there
were two instances of outlier responses from leaders. Leader6 underlined the directive for
Q1-7 that a score of 5 meant ‘completely agree’ but scored all questions as 1. Leader7
scored Q4 as both 3 and 5, so it was averaged to 4. Leader17 scored questions 8 through
14 as 1, but the narrative response from that participant was in contradiction: ‘The
program taought[sic] me to be bold and convinced to act on the ministration from the
Holy Spirit (God) and always depend on God for every action, that is Following the
Lord's order’.
The second page of Appendix B3 provides a visual of a reduction terms in the
first column from the Likert scale questions on the leader and alumni questionnaires
(which included the same 14 questions). The terms were intuitively connected to the
codes identified in the analysis of narrative responses from all three participant groups.
Figure 2 shows the overlay of connections resulting from the qualitative exploration of
the Likert scale questions. There were five areas of congruence (yellow italic font) and
one area of inconsistency (green italic font) between the narrative and Likert scale codes
from all data sources. Likert scale codes shared two areas of inconsistency with the
alumni (manager, transforming leadership) and interview (connections, articulating vision
and purpose) respectively.
The detailed discussion of results is organized by each question for convenience.
RQ1: How do leaders describe transformation through engagement in a
practical leadership program?
Two themes, ‘competency-based and student-focused training’ and ‘transforming
approaches to leading and learning’ emerged from analysis of the data (see Appendix D).
Leader narrative responses suggest that they received teaching that helped them
transform as leaders. Leader4 indicated ‘This conference is taking leadership training to a
whole new level. It is indeed an eye opener. It has indeed blessed my life and has
changed by[sic] view to certain issues’. Leader11 suggested ‘I am happy to be a
participant. It has really helped me somehow as a young leader. There is nothing as good
as [having?] a good foundation’.
In the context of their practicum assignments, alumni from the practical education
program were placed in positions of leadership and thus, analysis of their responses could
also be used to explore the first research question. The narrative portions of the alumni
questionnaires also suggested that they were party to information leading to transforming
approaches. Alumni10 stated ‘I’m more confident in walking in my talents and gifts of
ministry. Teaching now when I never considered myself as a teacher and excited in doing
so in building others’. Alumni4 indicated ‘Its[sic] been an amazing journey, now I'm
organizing Outreaches...behind the scenes & frontline’.
Some of the responses from participants in the Nigerian leadership conference
‘speak’ to both the training being student-focused and guiding their transformation as
leaders. Leader6 stated ‘By the Grace of God I run [?] and leadership forums and as a
pastor in my church[sic] this program and leadership submint[sic] has help me to be
effective to discharge my duties and responsibilities as a leader’. Alumni responses also
incorporated both a student focus and transforming; ‘It was an exceptional program that
taught me to exercise my God given confidence, not for self-promotion but rather to
promote God’s love. Through the action of loving, caring and encouraging others I’m
living in truth and walking in my purpose and in turn I get to empower others to do the
same’ (Alumni7). The Likert scale questions (see Appendix A) were more specific to
leadership and transforming. Questions 8 through 14 were designed to elicit responses
about the ways the program led to transforming opportunities for participants.
RQ2: How do learners experience transformation through engagement in a
practical leadership program?
Like the analysis of data for the first research question, analysis for the second
involved an intuitive examination of all responses. The Nigerian leadership conference
participants were learners or students who received training from the California alumni.
The alumni led the training to fulfill the practicum portion of their education program.
Therefore, responses from both these groups of participants were appropriate to respond
to the research question. Current student interview questions (see Appendix A) were
designed to get at the transforming and leadership elements of the program. An example
of narrative from the interview includes a description of how the student experienced
transformation through engagement with faculty in the program:
Like they're pouring into you even from personal experiences and helping us grow
and develop and ex, you know, from their personal experience like our, our
teachers or pastors or professors who have gone through everything already to get
to this point. But now they're, it's like an impartation of even wisdom that comes
through this shore, which I really like that part that helps a lot. It, it's the being
guided like a shepherding this type of aspect really. (‘L1_Transcript’, 2:24 – 3:11)
Also, the interview participant described her experience with opportunities that lead to
transforming:
So it's just actively not just hearing this stuff but actively doing it. Um, I think that
that's what really makes a difference. And so not just taking what we're hearing
and learning here, but applying it. So it's the real life application that comes with
it. And you know, even, I'm still new technically, I'm still new to this, but
everything that we're going through and everything that we're being taught and
that the stuff that's coming, it's stuff I'm dealing with in my life. So it's helping me
get through those things in, in, in my life. And so it's like really helping, you
know, it's not just talking, but it's walking it out. But having help and support to
do that. Um, and just the also like the community and stuff that comes in and
you're not alone. You know, we are going through so much but we don't have to
do it alone. And you know, that's, that's also been part of it. (‘L1_Transcript’, 9:54
– 10:50)
Appendix E includes examples from the qualitative data analysis program utilized
for organizational purposes, MAXQDA, that show detail of the application of the terms
selected from the literature to visually represent examples of the intuitive processes
employed during analysis.
Limitations
There were several limitations to the study. Firstly, due to the nature of the
research, sampling and self-selection bias occurred. The research was initiated based on a
desire by leaders within the practical education program to explore potential outcomes.
Thus, the potential interview and alumni participant pool was limited to one small faith-
based educational organization in California. The leaders in the education program
worked specifically with one group in Nigeria, resulting also in sampling bias via the
inclusion of one program. All participants were able to self-select whether to engage or
not; current student schedules and willingness of alumni to participate after their
completion of program represent a limitation that led to a smaller than desired response
rate. However, since analysis was not quantitative in nature, there was no need to
determine significance of results; yet, the leaders’ response rate could generally be
considered significant at approximately 63%.
Another limitation was overall sample size. The plan for the original sample
included one semi-structured interview with the president, focus group(s) with between
five and 10 leaders, questionnaires from between 15 – 40 alumni, and individual semi-
structured interviews with between eight and 10 current students from one practical faith-
based university leadership program in California and between 25-40 leaders from one
practically-based leadership program in Nigeria. The president interview and focus
groups did not take place as was noted earlier (Overview of the Raw Data) due to
participant time constraints, resulting in fewer data points overall.
It is important to also recognize limitations related to the data itself. While
researcher error can occur in the transposition of information from one source to another,
such as from paper questionnaires to a spreadsheet, there are sometimes issues when
participants do not complete. As evidenced in the narrative and appendixes, one leader
questionnaire was eliminated from analysis because the informed consent had not been
signed. As indicated in the display of leader and alumni Likert scale data (see Appendix
B3, p. 1), three leader participants provided responses that could have skewed the data
had a quantitative evaluation been completed. Such data skewing could represent a major
limitation of the current qualitative study as well, since assumptions were made (e.g.,
averaging the score for Q4 to ‘4’ because Leader7 answered with ‘3’ and ‘5’ for one
question; suggesting that Leader17 selected the wrong number for Q8 through 14 based
on the narrative response).
Lastly when the direction of the gurus of qualitative research is taken into
consideration, the process of analysis could also be identified as a limitation. Less
scientific methods were employed here, allowing for researcher interpretation. Some may
determine the lack of coding on every section or word of text or the use of multiple codes
within one section of text as problematic (c.f. Elliott, 2018, pp. 2853-2855). Despite the
identified limitations, it is hoped that the body of data and identified outcomes from the
interview narrative and questionnaire numerical and narratives, will prove useful to the
leaders in the programs involved in the study and others as well when reviewed
considering the conclusions and recommendations in the next section.
Summary of Findings and Conclusion
The purpose of this qualitative single descriptive case study was to understand
how leaders (in California and Nigeria) describe and learners in California (including
alumni and current students) experience transformation through engagement in one faith-
based practical leadership program. Based on both narrative and numerical responses
from a current student, from alumni, and from leaders, all participants described and
experienced transformation during their points of engagement.
The current student shared from the perspective of someone involved in what
could be described as a competency-based practical program; as Gruppen et al. (2016)
indicated, there is a need to further explore, outside the medical context, the ways in
which such organizations provide student-centered approaches to help students develop
self-regulated learning habits as well as learn how to seek and receive feedback. While
there was only one current student, the responses suggest that the practical education
program in California is providing avenues for students to experience such approaches
while developing self-regulated competencies that they can use once in positions of
leadership. The program involves hands-on experiences, such as student-to-student
‘teaching’ or leading, even during the coursework.
Alumni from the California program were asked to reflect on their transforming
experiences, particularly during the practicum portion of their studies. Such practicums
are assigned as the program capstone, during which students action their learning. For the
participants in this study, such action came in the form of an opportunity to provide
leadership training during a conference in Nigeria. For some, it was their first experience
leading outside a classroom setting; they received immediate feedback on their
competencies from leaders in an individualized format that focused on a student-centered
approach. Such an opportunity represents the need for, as Gearon (2014) suggested, the
development of leaders who are culturally sensitive and aware, communicate well, can
negotiate conflict, and can solve problems while thinking creatively.
Responses from attendees at the Nigerian leadership conference also could fill
two spaces – leader and learner. All attendees serve in leadership roles in their
congregations but for the conference were there to learn from the presenters – the alumni
from the California program. As noted by their responses, the leaders who participated in
this research appear to exhibit the ‘complexity of leadership’ as described by Anderson
and Sun (2017, p. 90), in that the various self-identities associated with the role(s) were
called into focus during their time at the conference. The connection between Nigerian
conference attendees and California-based program leaders (the alumni) is a picture of
the leader-follower continuum proposed by Dvir et al. (2002), where there is a potential
for a charismatic effect (Corcoran and Wellman, Jr., 2016) outside a church environ.
According to Dvir et al., such an effect is a major component of the transforming
paradigm) between nonhomogeneous groups.
As noted by Anderson and Sun (2017), many leadership models tend to overlap.
Whether participants in the current study were categorized as current, alumni, or leader,
the final question to be addressed is whether transforming leadership played a part in
addressing their psychological needs (Tepper et al., 2018). As Tepper and colleagues
(2018) suggested, there is a within-person need that guides individuals out of their own
value set to seek a higher calling through which they can support organizational goals and
provide service to other people. Based on responses, participants were able to attain what
they needed to meet the needs of others (either from the leadership conference training in
Nigeria or from the California-based program faculty), they were able to assess their own
levels of trait empathy, and either began to recognize or build their own political prowess
(those skills that enable people to understand others in ways that create tools of
appropriate influence). Further, the overall findings suggest that participants experienced
(or continued to experience) the process of transforming through their engagement within
a system of standards (the structure of the Nigerian conference, the curriculum at the
practical program in California) to develop inter- and intra-personal connections (Kuhnert
& Lewis, 1987) as they learned to lead others.
Implications
Several implications arise from the research. The current study incorporated a
case study design, where the phenomena were explored within real-world context. The
case in question was bounded by the indicated context (Yin, 2009), in that all participants
were in some way connected to the same practical education program. The bounding of
the case was natural rather than arbitrary, in that the student (current and alumni)
participants came together under the auspice of the educational program in California.
The participants at the Nigerian leadership conference were already affiliated through
their ministerial duties. Relationship building between leaders of the educational program
and conference led to the opportunity for the California students to work with the
members of the Nigerian leadership conference. Other researchers or readers might
bound the case differently, which could lead to different analysis procedures and reading
of results.
Burns (1978) developed a transforming approach to leadership to describe the
opportunities for change that can occur in both people and organizations. Such leadership
is founded on the leader’s own change agentry and ability to live out and articulate vision
and purpose, thus inspiring others to similar levels of engagement and action.
Transforming leaders represent a ‘moral exemplar’ as people who work to support the
team as they guide change processes and new learnings. According to Burns (1978),
through such leadership, relationships are developed that exemplify ‘mutual stimulation
and elevation that converts followers into leaders and may convert leaders into moral
agents’ (p. 4). The notions put forth by Burns would later be expanded into what is
commonly termed transformational leadership theory by Bass (Roberts, 1985). The
organizations involved in the present study had a faith-based origin and the teaching and
learning focus of both are practical in nature. Therefore, the tenets of Burns’ original
transforming framework were applied.
The research questions were created to get at participant descriptions and
experiences of transforming leadership as a direct tie-in to the conceptual framework.
Alumni, leaders, and current student responses related to the tenets of such leadership,
which led to the development of the overarching ‘Transforming approaches to leading
and learning’ theme; similarly, responses from each participant group related to student-
centered approaches, leading to the ‘Competency-based and student-focused training’
theme (see Appendix D). While findings from qualitative research are not generalizable,
the results from the current study could guide future conversations among leaders at the
practical program and conference included herein regarding curriculum. If the goal of
those programs is to develop leaders and learners who go forward in their faith-guided
mission with the goal of transforming the world, inclusion of a transforming leadership
framework may be beneficial.
It will be important to recognize the weaknesses in the current study before
attempting to action any of the recommendations that follow. As noted earlier in the
narrative, the sample size was very small. Input from several key stakeholders, such as
leaders and the president from the practical program, were not included in the data set.
Having the additional responses from the persons in charge of guiding curriculum
development, implementation, and change available for analysis would have strengthened
the results and provided more context for any program seeking to implement such
practices.
Despite the weaknesses of data collection and sampling, the current study
provides information as ‘food for thought’ for leaders of practical/competency/faith-
connected organizations seeking to train new leaders, have a leadership component in the
curriculum, or are involved in leadership training. It is important from a strategic
planning aspect to understand the flow of course to course, but it is vital to know if
students and participants are receiving what is intended. The easiest way to find out if the
curricular structure gets at the heart of the organization is to ask the constituents, which
was the focus of the current study.
Recommendations
Based on the identified implications, several recommendations also emerged.
There exists an overwhelming body of research related to transformational leadership.
However, the core of the primary or seminal transformational leadership theories point
back to Burns’ (1978) approach. Burns focused on a framework involving the living out
and articulation of vision and purpose that inspire their followers to engage and act.
Organizations such as the ones included in the current research are faith-based; the
missions and visions are designed to guide followers to greater levels of community and
global engagement and acts of service. Thus, there exists a call for potential future
research incorporating the tenets of Burns’ framework, particularly as conducted in faith-
based organizations, over and against the existing works that build on the newer and
existing transformational theories. Further, exploring the framework within faith-related
educational settings creates a potential for a better understanding of how the articulation
of vision and mission meets student need and builds future leaders from a curricular
standpoint.
Sample size was an identified weakness of the current study. Bacchetti (2010)
suggested that equating a small sample to lack of strength or significance in a study is not
wise practice. While Bacchetti’s work relates to medical research, there is a salient point
to be culled; in a discussion of quantitative research, he suggested
Three crucial flaws in this standard approach are that it 1) assumes a meaningful
boundary between adequate and inadequate sample sizes that does not actually
exist, not even approximately; 2) relies strongly on inputs that generally cannot be
accurately specified; and 3) does not reflect how a completed study's information
should actually be used. (pp. 1-2)
However, small samples are inherent in qualitative research, particularly where the
experiences of participants are desired (Charmaz, 1990). Qualitative case study presents
its own challenges, with the need of researchers to pull together multiple sources of data
as a standard practice (c.f. Yin, 2009). Future researchers might consider expanding the
sample or sources of data to conduct a more ‘thorough’ qualitative single case study or
perhaps include multiple organizations, where each is identified as a separate ‘case’ (for a
multi-case study). Another possibility would be to utilize the scaled questionnaires in a
quantitative format with a much larger sample. Doing so would represent an initial fore
into validating the instruments, since the current study was not designed to validate the
researcher-designed questionnaire. Having a validated instrument and conducting a
quantitative study might lead to generalization about transforming leadership.
From a practical standpoint, the leaders in the programs included in the current
study could view the results and potentially use them to adjust curriculum while
identifying whether program components were aligned with or presented challenges to
meeting the needs of students. Additionally, the provision of outcomes from the research
was hoped to provide program leaders with a way to review the alignment of current
organizational mission, vision, and goals to aid in future strategic planning and marketing
efforts. The results may also provide other leaders with a way to conceptualize a method
for exploring their own program alignments to flesh out curricular and stakeholder needs.
Such exploration may lead to stronger (faith-focused) leadership training and education
curricula and the development of practitioners who exit with the skills to guide
transforming practices.
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Appendix A.
Codebook and Questions
Code
Citation
Operational Definition
Practical
education
program
Gearon, 2014
Educational programs that focus on ‘soft
skills’ in communication, cultural
sensitivity, teamwork, negotiating
conflict, problem-solving, and ‘thinking
outside the box’ beyond subject-matter
expertise.
Student-
Centered
Approach
Gruppen et al.,
2016
Student-centered approaches include
techniques to aid students in developing
self-regulated learning skills (where
students are leaders in their own
learning, rather than passive receivers of
knowledge from their instructors) as well
as seeking and receiving feedback.
Gruppen and colleagues identify self-
directed learning and seeking and
receiving feedback as components of a
student-centered approach.
Self-regulated
learning
Seeking and
receiving
feedback
Less time-based
training
Frank et al., 2010
Competency-based education (CBE) is
used to provide students with the skills
and tools they need to master their craft.
Frank and colleagues indicated that such
tools include reducing the focus on timing
training while increasing the focus on
outcomes of it; attending to the abilities
of each student to guide them where
they are in their own process; and
focusing on each student as a person
rather than just on the training itself.
Learner
centeredness
Abilities
Outcomes
Codebook (continued).
Charismatic
Leadership
Anderson & Sun,
2017; Corcoran &
Wellman, Jr., 2016
The aspects of charismatic leadership
include sensitivity to constraints
(understanding when things are out of a
leader or student’s control); threats and
opportunities in the external
environment (influences from outside the
organization that could be beneficial or
detrimental to the student); articulating
an appealing strategic vision (teaching
students what the organization is about
and that providing information that they
want to carry forward through their own
practice); taking personal risks (teaching
students the skills to step outside their
comfort zone); exhibiting unconventional
behavior (showing students how to step
outside their comfort zone); and being
sensitive to follower needs (teaching
students in a way that accounts for their
unique situations and needs while
maintaining program integrity, which
allows them to take the learning into
their own environment to use as they
need). Corcoran and Wellman, Jr.
indicated there was a need to examine
the constructs of charismatic leadership
within institutionalized settings and
outside exploration of new religious
movements. For the purposes of the
current study, charismatic leadership
constructs were included as separate
initial codes.
Being sensitive
to follower
needs
Exhibiting
unconventional
behavior
Taking personal
risks
Articulating and
appealing
strategic vision
Threats and
opportunities in
the external
environment
Sensitivity to
constraints
Codebook (continued).
Leader-Follower
Relationship
Various:
Anderson & Sun,
2017; Burns,
1978; Kuhnert &
Lewis, 1987;
Tepper et al.,
2018
Terms related to transforming leadership,
full-range leadership, and charismatic
leadership were included as separate
initial codes. ‘Values’ refers to the things
on which a person centers their actions,
‘connections’ relates to how they act and
interact with others, ‘faith’ is used to
represent belief systems of any kind, and
‘leadership’ is an overarching and general
term that encompasses the processes a
person uses to move organizational
initiatives forward.
Values
Connections
Articulation of
vision
Faith
Leadership
Transforming
leadership
Burns, 1978
As a leader develops, they are
transformed by the process and in turn
transform others. Burns’ framework was
the precursor to Bass’ transformational
leadership theory and involves a living
out of vision and purpose while
developing relationships with others.
developing
relationships
leader change
agentry
articulating
vision and
purpose
Transformational
leadership and
person-fit
paradigm
Tepper et al.,
2018
Transformational leadership calls an
individual to step out of their own values
while seeking opportunities to better
support organizational goals and provide
service to others. The person-fit paradigm
is best described as how an individual
‘fits’ within the organization. The coming
together of both constructs occurs when
the individual operates in a challenging or
rewarding environment and benefits
from a more transformational leadership
frame (either their own as an emerging
leader or from those leading them).
Codebook (continued).
Full-range
Leadership
Anderson & Sun,
2017
Because of the complexity involved in the
identification of leadership process,
existing leadership theories and models
overlap. Having the ability to envision
future possibilities (visionary), being able
to relate to various people and people
groups (relational), thinking beyond the
obvious (creative), supervising and
organizing (manager), and being able to
see ways to serve groups (community-
oriented) are all components of full-range
leadership as described by Anderson and
Sun. Each component was listed as
separate codes for the purpose of this
research.
Community-
Oriented
Manager
Creative
Relational
Visionary
Questions:
Interview Questions
Perceptions about the program/Competency-based education
Main
Questions
Additional Questions
Clarifying Questions
• In your own
words, please tell me
why this program was
created?
[RQ1 focus]
• What do you see as the
strengths of this program over other
leadership degrees and certifications?
• What challenges do you see
related to the program if any?
• Can you expand a
little on
this?
• Can you tell me
anything
else?
• Can you give me
some
examples?
• Why did you
choose to attend a
program that is
designed to give you a
practical education
rather than one that
would focus more on
academics?
[Competency-
based education focus]
• What abilities would you say
you need to be successful in this
program?
• What abilities would you this
program helps you develop?
• How quickly will you expect to
be working in your purpose as identified
in this program?
• It seems there is a relatively
short time from when a student completes
the program until he or she is using the
skills in some way as compared to
academically focused programs; do you
see this as a strength or challenge and
why?
• In what way(s) would you say
that this program is student-focused?
Questions (continued).
Transformation
Main Questions
Additional Questions
Clarifying Questions
• Generally speaking,
how do you define
transformation?
• (if scripturally based)
How do you define
transformation outside the
spiritual realm?
• (if not scripturally
based) How do you define
transformation as it relates to
faith practice?
• How do you describe
or define transformation as it
relates to education?
• Can you expand a
little on
this?
• Can you tell me
anything
else?
• Can you give me some
examples?
• How do you describe
the process of transforming as it
applies to the education students
receive here?
• In what way(s) would
you say that you are transformed
by your education?
Using transforming skills
Main Questions
Additional Questions
Clarifying Questions
• In what way(s) would
you say you use the skills you
have learned or are learning in
this program?
• How do you know you
are using these skills or have the
ability to do so?
• Can you expand a
little on
this?
• Can you tell me
anything
else?
• Can you give me some
examples?
• In your own words,
what are the skills would you
say you have learned or are
learning?
Questions (continued).
Leading by transformation
Main Questions
Additional Questions
Clarifying Questions
• Let’s talk about
transformation; when it comes to
becoming a leader or learning
more about leadership, using a
transforming framework is about
how leaders connect to others
and with a system of standards
and values. How do you see
yourself using a transforming
framework to lead?
[Transforming
Leadership conceptual
framework focus]
• How would you say
that you have come to
understand your own ability to
change the environments you are
called to?
• In what way(s) do you
show that you have the ability to
live out and articulate vision and
purpose?
In what way(s) do you
show that you can inspire others
to similar or higher levels of
transformation, change, and/or
leadership?
• Can you expand a
little on
this?
• Can you tell me
anything
else?
• Can you give me
some
examples?
Conclusion of the
Interview
• Are there any other
aspects related to your
perceptions of the program, the
experiences you are having, or
the notion of transforming
leadership that you would like to
add?
Thank you for your
time!
Questions (continued).
Likert Scale Questions: Leader and Alumni Questionnaires
1. The program has taught me about being an agent
for change
2. The program has taught me how to live out my
purpose
3. The program has taught me what it means to
have a vision
4. The program has taught me how to inspire
engagement in others
5. The program has helped me understand what it
means to lead
6. The program has taught me how to support
organizational goals
7. The program has taught me how to serve others
Because of the program … 8. … I am better at
working with people who are different than me
Because of the program … 9. … I understand
the responsibilities of leadership
Because of the program … 10. … I have become
(or am more of) a visionary
Because of the program … 11. … I have become
(or am more) creative
Because of the program … 12. … I understand
what it means to be a manager of environments
Because of the program … 13. … I have become
(or am more) community-oriented
Because of the program … 14. … I understand
more about my personality as a leader
Appendix B1.
Code Distribution
Practical education program
2
Student-Centered Approach
1
Self-regulated learning
4
Seeking and receiving feedback
3
Less time-based training
0
Learner centeredness
3
Abilities
4
Outcomes
3
Charismatic Leadership
0
Being sensitive to follower needs
6
Exhibiting unconventional behavior
0
Taking personal risks
1
Articulating and appealing strategic vision
0
Threats and opportunities in the external environment
1
Sensitivity to constraints
0
Leader-Follower Relationship
6
Values
2
Connections
1
Articulation of vision
3
Faith
11
Leadership
0
Transforming leadership
1
developing relationships
5
leader change agentry
4
articulating vision and purpose
2
Transformational leadership and person-fit paradigm
6
Full-range Leadership
0
Community-Oriented
0
Manager
1
Creative
0
Relational
3
Visionary
0
Appendix B2.
Code Distribution by Data Source
Interview:
Parent code
Code
Coded segments
Charismatic
Leadership
Being sensitive to follower
needs
3
Charismatic
Leadership
Taking personal risks
1
Leader-Follower Relationship
4
Values
1
Transforming
leadership
developing relationships
3
Connections
1
Transforming
leadership
leader change agentry
3
Faith
4
Transforming
leadership
articulating vision and
purpose
2
Articulation of vision
1
Leadership
Transformational leadership
and person-fit paradigm
4
Full-range
Leadership
Relational
3
Practical education program
2
Student-Centered Approach
1
Self-regulated learning
2
Seeking and receiving
feedback
3
Learner centeredness
2
Outcomes
1
Leader Questionnaires:
Parent code
Code
Coded segments of all documents
Charismatic
Leadership
Being sensitive to follower
needs
1
Leadership
Transformational leadership
and person-fit paradigm
1
Charismatic
Leadership
Threats and opportunities
in the external environment
1
Leader-Follower
Relationship
1
Faith
4
Transforming
leadership
developing relationships
1
Articulation of vision
1
Alumni Questionnaires:
Parent code
Code
Coded segments of all documents
Abilities
4
Outcomes
2
Charismatic
Leadership
Being sensitive to follower
needs
2
Leadership
Transformational leadership
and person-fit paradigm
1
Full-range Leadership
Manager
1
Leader-Follower
Relationship
1
Values
1
Faith
3
Self-regulated learning
2
Transforming
leadership
developing relationships
1
Transforming
leadership
leader change agentry
1
Articulation of vision
1
Learner centeredness
1
Leadership
Transforming leadership
1
Appendix B3.
Leader and Alumni Likert Scale Data
12345678910 11 12 13 14
color name
Leader1 4 5 4 4 4 4 4 1 1 1 1 1 1 1
Leader2 5 4 4 5 5 4 5 1 1 1 1 1 1 1 convergence
Leader3 5 4 5 5 5 5 4 1 1 1 1 1 1 1
Leader4 5 5 4 4 4 4 5 1 1 1 1 1 2 1
Leader5 5 4 4 4 5 4 5 1 1 1 1 1 1 1
Leader6 1 1 1 1 1 1 1 1 1 1 1 1 1 1
Leader7 5 4 4 4 5 4 5 2 1 1 1 1 1 1
Leader8 5 5 5 5 5 5 5 1 1 1 1 1 1 1
Leader9 5 5 5 5 5 5 5 1 1 1 1 1 1 1 inconsistency
Leader10 5 5 5 5 5 5 5 1 1 1 1 1 1 1
Leader11 4 4 4 3 4 4 3 1 1 1 1 2 2 1
Leader12 5 5 5 5 5 5 5 1 1 1 1 1 1 1
Leader13
Leader14 5 5 5 5 5 5 5 1 1 1 1 1 1 1
Leader15 5 5 5 5 5 5 5 1 1 1 1 1 1 1 contradiction
Leader16 5 5 5 5 5 5 5 1 1 1 1 1 1 1
Leader17 5 5 5 5 5 5 5 2 2 2 2 2 2 2
Leader18 5 5 5 5 5 5 5 1 1 1 1 1 1 1
Leader19 5 5 5 5 5 5 5 1 1 1 1 1 1 1
Leader20 5 5 3 3 5 5 5 1 1 1 1 1 1 1
Leader21 5 4 5 5 5 4 5 1 1 1 1 1 1 1
Leader22 4 5 5 4 5 4 5 1 1 1 1 1 1 1
Leader23 5 5 5 4 5 4 5 1 1 1 1 1 1 1
Alumni1 5 5 5 5 5 5 5 1 1 1 1 1 1 1
Alumni2 5 4 5 4 5 3 5 1 1 1 2 1 1 1
Alumni3 5 5 5 5 5 5 5 1 1 1 1 1 1 1
Alumni4 5 5 5 5 5 5 5 1 1 1 1 1 1 1
Alumni5 5 5 5 5 5 5 5 1 1 1 1 1 1 1
Alumni6 5 4 4 5 4 4 5 1 1 2 1 1 1 1
Alumni7 5 5 5 5 5 5 5 1 1 1 1 1 1 1
Alumni8 5 5 5 5 5 5 5 1 1 1 1 1 1 1
Alumni9 5 5 5 5 5 5 5 1 1 1 1 1 1 1
Alumni10 5 5 5 5 5 5 5 1 1 1 2 1 1 1
Leader17 scored 8-14 as a no but the narrative response seems
otherwise, which may skew the scores
Leader6 underlined the directive for Q1-7 that a score of 5 means
completely agree; however, he selected 1s for all, which may skew
results
It seems Leader7 scored Q4 as both 3 and 5, so it was averaged to 4
Appendix B (continued)
Reduction of terms from leader and alumni Likert scale questions and aligned to
convergence, inconsistency, and contradiction (Step 2, Triangulation Protocol)
change
leader change agentry
purpose
articulating vision and
purpose
vision
articulation of vision
inspire
engagement in
others
what it means
to lead
support
organizational
goals
transformational
leadership and person-
fit paradigm
serve others
Being sensitive to
follower needs
learning to work
with people
who are
different than
me
connections
responsibilities
of leadership
transforming
leadership
becoming
visionary
articulation of vision
becoming
creative
leader change agentry
becoming a
manager of
environments
manager
community
oriented
developing
relationships
understanding
more about my
personality as a
leader
transforming
leadership
Leader-follower
relationship
Appendix C.
Codes to Categories
Categories
Rationales for Collapsing or removing
Practical
education
program
Student-
Centered
Approach
Self-regulated learning and seeking and receiving feedback are part of a student-
centered approach and were eliminated as separate categories.
Competency-
based
education
Outcomes, abilities, learner centeredness, and less time-based training (which did
not emerge in any of the narratives) are constructs associated with competency-
based education and were eliminated as separate categories.
Charismatic
Leadership
The constructs of charismatic leadership were collapsed into a single category; of
the six constructs, three – exhibiting unconventional behavior, articulating an
appealing strategic vision, and sensitivity to constraints -- did not emerge from the
narratives, while the other three – being sensitive to follower needs, taking
personal risks, and threats and opportunities in the external environment did.
Transforming
leadership
The remaining codes from the initial codebook were associated with leadership
generally or transforming leadership specifically. Several of the original codes
(leadership, full-range leadership, community-oriented, creative, visionary) did not
emerge in the narratives, while the others (leader-follower relationship, values,
connections, articulation of vision, faith, transforming leadership, developing
relationships, leader-change agentry, articulating vision and purpose,
transformational leadership and person-fit paradigm, manager, and relational) did.
Appendix D.
Categories to Themes
Themes
Rationales
Competency-based
and student-
focused training
Based on an overview of the data, the categories of ‘practical education
program’, ‘competency-based education’, and ‘student-centered approach’ led
to the theme. Data from all participant groups (current students, alumni, and
the leaders who participated in the training) included information related to
the ways the teachings helped them identify and focus on their own areas of
practice. There was minimal discussion of classroom education or teaching,
participants discussed how the trainings have helped or will help them in their
work – as Frank et al. (2010) suggested, participants suggested they had the
tools they needed to be better masters at their individual crafts.
Transforming
approaches to
leading and
learning
The ‘charismatic leadership’ and ‘transforming leadership’ categories led to the
theme via examination of the data writ large. Regardless of their role as an
existing leader, current student, or alumni who experienced a leadership role
as part of the practicum, participant responses suggested that the leader-
follower continuum was actively experienced through their engagements.
Responses related to supporting others, personal change, new skill
development, and dedication to the higher calling (in this case, the calling to
ministry) were evidenced as well during leading and learning.
Appendix E.
Data Analysis Examples
L1_Transcript (student interview) example from MAXQDA
Color Document name
Code Segment Area Coverage % Begin End
●
L1_Transcript Learner centeredn ess enhance them and develop them 29 0.07 1: 1012 1: 1040
●
L1_Transcript Faith what it ta kes to like have a servant's heart 44 0.11 1: 1184 1: 1227
●
L1_Transcript Faith i mpartation lessons versus like
it's just real life
52 0.13 1: 2470 1: 2523
●
L1_Transcript Leader-Follower Relation ship e they're pouring into you 26 0.06 1: 2529 1: 2554
●
L1_Transcript Leader-Follower Relation ship the being
guided like a sh epherding
36 0.09 2: 239 2: 275
●
L1_Transcript Faith there's a lot of ministry invo lved 34 0.08 2: 996 2: 1029
●
L1_Transcript
Leadership\Transforming
leadership\developing relationsh ips
r 1 0.00 2: 271 2: 271
●
L1_Transcript Values I see more h eart in thi 23 0.06 2: 466 2: 488
●
L1_Transcript Articulation of vision
with the leadership, with the pastors a nd,
and th e way that this is even being run as a impartation based,
107 0.27 3: 418 3: 525
●
L1_Transcript
Leadership\Transforming
leadership\articul ating vision an d
with the leadership, with the pastors a nd,
and th e way that this is even being run as a impartation based,
107 0.27 3: 418 3: 525
●
L1_Transcript Self-regulated learning To have the desire to wan t to learn 35 0.09 3: 1503 3: 1537
●
L1_Transcript Seeking and receiving feedback Still being able to be teachable 32 0.08 3: 2349 3: 2380
●
L1_Transcript Seeking and receiving feedback
We need to be teachable to always
be willing to lea rn something new
68 0.17 3: 2560 3: 2628
●
L1_Transcript Practical education program just a ctively not just hearing th is stuff but actively doi ng
it
64 0.16 4: 1378 4: 1443
●
L1_Transcript
Charismatic Leadership\Being sen sitive
to follower needs
e
want to help people, b ut we also have to li sten to them and let
them know that yo u're listening
99 0.25 4: 1250 4: 1350
●
L1_Transcript Practical education program real life application 21 0.05 4: 1596 4: 1616
●
L1_Transcript Connections
everything th at we're going through a nd everything
that we're being taught and that the stu ff that's coming, it's
stuff I'm deal ing with in my life
149 0.37 4: 1716 4: 1866
●
L1_Transcript
Leadership\Transforming
leadership\developing relationsh ips
just the also like the
community a nd stuff that comes in a nd you're not alone
78 0.19 4: 2077 4: 2156
●
L1_Transcript Student-Cen tered Approach student focused 15 0.04 6: 96 6: 110
●
L1_Transcript Learner centeredn ess ne on
one time with the teacher y
34 0.08 6: 132 6: 166
●
L1_Transcript
Leadership\Transformational leadership
and person-fit paradigm
That's been my
biggest transformation , like knowing of God, but now h aving a
relation ship with God that has changed abso lutely everything
139 0.35 6: 1839 6: 1979
Data analysis examples (continued).
Leader questionnaire example from MAXQDA
Color Document name
Code Segment Area Coverage % Begin End
●
Leader Questionnaire Responses Faith
ruly this programm is a direct vision from
God
46 1.72 18|4 18|4
●
Leader Questionnaire Responses Leader-Follower Relationship leader is a driver 19 0.71 18|5 18|5
●
Leader Questionnaire Responses Faith
blessed my life and has changed by view to
certain issues
57 2.13 18|6 18|6
●
Leader Questionnaire Responses
Leadership\Transformational leadership and person-fit
paradigm
blessed my life and has changed by view to
certain issues
57 2.13 18|6 18|6
●
Leader Questionnaire Responses Articulation of vision
has help me to be effective to discharge my
duties and responsibilities as a leader
83 3.09 18|8 18|8
●
Leader Questionnaire Responses
Charismatic Leadership\Threats and opportunities in the
external environment
therefore I am not afraid of their plans
anymor
47 1.75 18|7 18|7
●
Leader Questionnaire Responses Charismatic Leadership\Being sensitive to follower needs eader must serve others 24 0.89 18|9 18|9
●
Leader Questionnaire Responses
Leadership\Transforming leadership\developing
relationships
Teachings had been a balanced one,
touching leadership and fellowship
69 2.57 18|14 18|14
●
Leader Questionnaire Responses Faith blessed by the teachings 24 0.89 18|16 18|16
●
Leader Questionnaire Responses Faith
The program taought me to be bold and
convinced to act on the ministration from
the Holy Spirit (God) and always depend on
God for every action, that is Following the
Lord's order.
180 6.71 18|19 18|19
Data analysis examples (continued).
Alumni questionnaire example from MAXQDA
Code Segment Area Coverage % Begin End
Learner centeredness
amazingly supportive towards
developing different options/views you
can have in leadership and anything
referring to my purpose
127 4.35 30|1 30|1
Abilities reinforcement of my own capabilitie 35 1.20 30|1 30|1
Faith
Most importantly Leadership University
has taught me to fight with the Word of
82 2.81 30|3 30|3
Outcomes now I'm organizing Outreaches 29 0.99 30|4 30|4
Full-range Leadership\Manager behind the scenes & frontline 29 0.99 30|4 30|4
Leader-Follower Relationship
enhanced my mindset on what it really
means to become a servant to those
who are in leadership or ownership
117 4.01 30|6 30|6
Outcomes
enhanced my mindset on what it really
means to become a servant to those
who are in leadership or ownership
117 4.01 30|6 30|6
Articulation of vision
I’m living in truth and walking in my
purpose
46 1.57 30|7 30|7
Values
I’m living in truth and walking in my
purpose
46 1.57 30|7 30|7
Faith
taught me to exercise my God given
confidence
45 1.54 30|7 30|7
Abilities
Through the action of loving, caring and
encouraging others I’m living in truth
and walking in my purpose and in turn I
get to empower others to do the same
156 5.34 30|7 30|7
Charismatic Leadership\Being sensitive
to follower needs
Through the action of loving, caring and
encouraging others I’m living in truth
and walking in my purpose and in turn I
get to empower others to do the same
156 5.34 30|7 30|7
Leadership\Transforming leadership
Through the action of loving, caring and
encouraging others I’m living in truth
and walking in my purpose and in turn I
get to empower others to do the same
156 5.34 30|7 30|7
Appendix F.
Tables and Figures from the Narrative
Table 1.
Participant Demographics
Participant Group
Date of Data
Gathering
Number of
Participants
Gender
Female
Male
N/A
Nigerian Leaders
July, 2019
22
4
15
3
Alumni
June – November, 2019
10
6
4
Current Students
July, 2019
1
1
Table 2.
Participant Age Ranges
Participant Group
18-25
26-40
41-60
Over 60
N/A
Nigerian Leaders
3
6
9
3
1
Alumni
1
4
3
2
Current Students
1
Table 3.
Triangulation Protocol
Step
Activity
1. Sorting
Sort findings from each data source or method into similarly
categorized segments that address the research question(s) of interest
to determine areas of content overlap and divergence. This step and
activity mirror what Farmer et al. offered as a starting point.
2. Identification
of
convergence,
inconsistency,
contradiction,
and
comparison
Identify the code distribution for each narrative data source. Compare
the findings to determine the degree of convergence of (a) essence of
the meaning and prominence of the codes and (b) provincial coverage
and specific examples provided in relation to each. Characterize the
degree and type of convergence using the following typifications of
concurrence (or nonconcurrence).
Convergence: Code is evidenced in all three narrative data sources.
Inconsistency: Code is evidenced in two narrative data sources.
Contradiction: Code is evidenced in only one narrative data source.
Comparison: Farmer et al. indicated Comparison as a separate step,
but for the purposes of this study, it is included during the
identification process. All codes are compared to numerical data to
further support convergence, inconsistency, and contradiction
throughout all data types and formats.
3. Assessment
Review all identifications to determine themes.
Figure 1
Overview of Congruence, Inconsistency, and Contradiction from Narratives
Note: Diagram showing overlapping areas of code congruence for all three
groups (yellow), code inconsistency across two groups (green), and contradiction
(white)
Figure 2
Overview of Congruence, Inconsistency, and Contradiction from All Sources
Note: Diagram showing overlapping areas and connections of code congruence for all
sources