<p>Research shows that students who consider themselves highly involved in campus experience higher levels of teaching and learning outside of the classroom and a heightened sense of campus community (Elkins, Forrester, Noel-Elkins & Amelia, 2011). Erica Nica (2013) says that joining an organization not only keeps students engaged, but it also opens up opportunities for leadership positions which “is a central component in striving towards academic excellence” (p. 192).</p>
<p>The word leader has many interpretations but according to Harvard Business Review writers Scott DeRue and Sue Ashford (2010), studies estimate that over 80% of leadership research “equated leadership with formal supervisors” (para.1). It cannot be denied that those in positions of authority are considered leaders, but this is not all encompassing. Nica (2013) surmises that leadership has been increasingly associated with any member of an organization and DeRue and Ashford (2010) compliment this thought saying, “…they [organizations] have to rely more and more on leadership from all levels” (para. 6). Grassroots leadership emphasizes the importance of this unformalized leader structure because it elicits change from the bottom up. It seeks to make everyone aware that a title and power are not always necessary to organize change (Kezar, Gallant & Lester, 2011).</p>
<p>However true this is, many students still may not feel equipped with the necessary skills to be an effective leader. Lussier and Achua (2009) discourage this type of thinking in their book, Leadership: Theory, Application and Skill Development. They say that not only does everyone have the potential to lead, but that the necessary attributes can be developed such as: high energy, internal locus of control, integrity, flexibility, stability and intelligence (p.9, 37). Jennifer Miles (2011) speaks for student leaders in her article, “Reflections of Student Government Association Leaders: Implications for Advisors”, and puts it simply, saying, “The students learned from failures or poor decisions; those experiences inspired them” (para. 28).</p>
<p>One major component that anyone in a leadership position has to adapt to is the ever changing population culture (Lussier & Achua, 2009). Truman’s campus boasts a diverse student population of different ages, genders, ethnicities and races. Currently, according to the MCHBS, 2.8% of students are Hispanic/Latino, 6.8% are Asian, 1.9% are Black and the majority, 86.1%, are White (Truman PIP, 2013). With this broad spectrum of cultures, it is important that leaders value these differences and also work to ensure that they are acknowledged on campus (Nica, 2013). Gender equality within leadership positions has been a highly debated issue as only 14.6% of executive positions are given to women despite their majority presence in the professional work force (Warner, 2014). Stuti Joshipura interviewed three female Harvard campus leaders in the article, “Women in Leadership: No Longer the Second Sex?”. According to these students, their gender has not personally affected their leadership opportunities. They do not discount that this type of discrimination exists, however, and say, “…in other settings I have seen young women refrain from leading class discussions, facilitating sporting events, etc.” (Warner, 2014 para. 5). They hope to dissuade this type of action and instead, advocate the success of women in these positions (Warner, 2014). </p>
<p>Leadership on campus does not just positively affect the individual, but has a great impact on the campus, too.</p>
<p>DeRue, S. & Ashford, S. (2010). Leadership is much more than position. Harvard Business Review. Retrieved from: <a href=“Businessweek - Bloomberg”>Businessweek - Bloomberg;
<p>Joshipura, S. (2014). Women in leadership: No longer the second sex? Harvard College Leadership Magazine. Retrieved from: <a href=“http://harvardleadershipmag.org/women-in-leadership-no-longer-the-second-sex/”>http://harvardleadershipmag.org/women-in-leadership-no-longer-the-second-sex/</a>
Kezar, A., Bertram Gallant, T., & Lester, J. (2011). Everyday people making a difference on college campuses: the tempered grassroots leadership tactics of faculty and staff. Studies in Higher Education, 36(2), 129-151.Retrieved from: <a href=“http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=2a4fe23d-c59f-4632-b15f-64868cc28c37%40sessionmgr4002&vid=2&hid=4106”>http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=2a4fe23d-c59f-4632-b15f-64868cc28c37%40sessionmgr4002&vid=2&hid=4106</a></p>
<p>Lussier, R., & Achua, C. (2009). Leadership: Theory, application, & skill development. Retrieved from: <a href=“Leadership: Theory, Application, & Skill Development - Robert Lussier, Christopher Achua - Google Books”>Leadership: Theory, Application, & Skill Development - Robert Lussier, Christopher Achua - Google Books;
Miles, J. M. (2011). Reflections of student government association leader: Implications for advisors. College Student Journal, 45(2), 324-332. Retrieved from: <a href=“http://web.a.ebscohost.com/ehost/detail/detail?sid=be80d52e-7ed4-4f16-be0f-a666f66ba5d3%40sessionmgr4001&vid=1&hid=4106&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3D%3D#db=a9h&AN=61863662”>http://web.a.ebscohost.com/ehost/detail/detail?sid=be80d52e-7ed4-4f16-be0f-a666f66ba5d3%40sessionmgr4001&vid=1&hid=4106&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3D%3D#db=a9h&AN=61863662</a></p>
<p>Nica, E. (2013). The importance of leadership development within higher education. Contemporary Readings in Law & Social Justice, 5(2), 189-194. Retrieved from:
<a href=“http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=426b7af3-b2fb-41c7-92f5-090d410994ba%40sessionmgr4002&vid=1&hid=4106”>http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=426b7af3-b2fb-41c7-92f5-090d410994ba%40sessionmgr4002&vid=1&hid=4106</a></p>
<p>Warner, J. (2014). The women’s leadership gap: Women’s leadership by the numbers. Center for American Progress. Retrieved from: <a href=“Fact Sheet: The Women’s Leadership Gap - Center for American Progress”>Fact Sheet: The Women’s Leadership Gap - Center for American Progress;