Running head: LEADERSHIP REFLECTIONS PAPER

Leadership Reflections Paper

Lisa Newhouse
Western Michigan University

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Introduction
Through the course of my readings on leadership, for the Educational Leadership Masters
Seminar course, it became apparent to me that there were overarching themes for leadership,
which were prevalent. Themes such as inspiring a shared vision, modeling the way,
empowering others, authenticity, and a commitment to a sustained effort. Further review of the
literature supported my view, and the following literature, in particular seemed to espouse these
themes. Kouzes and Posner (2007) in The Five Practices of Exemplary Leadership, provided a
framework of best practices utilized by exemplary leaders that included; modeling the way,
inspiring a shared vision, and enabling others. In the article Lessons for Leaders (2002),
Schuh provided a perspective from senior student affairs officers, in various institutions in the
United States regarding their views on leadership. In the study, these individuals emphasized the
importance of concepts such as; having a vision, value of sustained commitment, collaboration,
and empowerment of others. In the chapter Principles of Transformative Leadership (Astin
and Astin 2000), the values, principles and practices that can produce transformative leadership
were presented. They suggested that transformative leadership occurs when leadership focuses
on collaboration, a shared purpose, and respect of others where individuals can thrive and feel
empowered. According to Komives, a useful leadership model for student affairs professionals is
the Social Change Model of Leadership Development (SCM). In the SCM some of the values
that are promoted from the individual and group include; consciousness of self (authenticity),
congruence (modeling the way), commitment (commitment), and controversy with civility
(empowering beliefs), all of which is congruent with the qualities, values, and practices that
student affairs professionals suggest promote good leadership (Schuh, Jones, & Harper, 2010).

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Although the wording may be slightly different in each of these examples, I believe the themes
are consistent.
Initially, I thought of these themes as values, traits, or practices of a good leader, but over
the course of time and readings it became apparent to me that it was more than that. In order for
behavior to be sustained over time, something more substantial than implementation of best
practices needs to occur. According to Stamatakos and Rogers (1984), a professional
philosophy that comprises guiding principles and thoughtful values provides purpose for
professionals and guides daily practice (Schuh et al., 2010, p. 87).
The truly effective leaders that we cross paths with are not just trying to incorporate
values and traits into practice. I would suggest that an internalization of values, traits, and
practices occurs, which then becomes a philosophical foundation. A foundation which is a part
of your core, the essence of who you are, and it is the foundation from which, everything is
based upon and grows from. In this paper, I will provide an example of leadership, which
incorporated the themes of modeling the way, collaboration, empowerment, commitment, and
authenticity. Lastly, I will provide an explanation why it is critical for student affairs
professionals to have a philosophical foundation for leadership, if we are to have a voice in the
next era of higher education.
Leadership experiences
Prior to graduation as an undergraduate, I had to complete a three month internship at a
medical center. For the experience, I was partnered with a supervisor who was to train,
supervise, and evaluate my ability on a daily basis, to ensure that I would be prepared as a
therapist upon my graduation. My supervisor was a seasoned therapist, who had been in the field
for approximately fifteen years. Her knowledge base was extensive, and she made it clear in her

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words and actions, that she would assist me in my pursuit of knowledge. During our first
meeting, she indicated that she was aware that I had demonstrated the cognitive skills necessary
for the job, but that she wanted to assist me in developing an approach that always put the
patients needs at the center of every interaction. We started each day together developing
treatment plans for our patients, and each session was a collaboration of ideas on how to achieve
the best outcomes. On a daily basis, she demonstrated judgment and wisdom that was more than
the technical aspects of knowledge, and she modeled behavior that exemplified her beliefs and
values as a therapist. In the article The Art of Practical Wisdom of Student Affairs Leadership
Dalton (2002) states, mentors and role models teach through the context of their own
experiencenot to have any final answers but to offer stories, advice, reflections, and their
own conduct as personal testimonies to what has worked and not worked for them (p. 7). There
were many times that I stumbled and made mistakes, but she was always there to provide
support, and her approach was always constructive, respectful, and encouraged a positive
learning experience. Astin and Astin (2000), indicate that a leader fosters a supportive
environment where people can grow, thrivewhere each persons welfare and dignity is
respected and supported (p. 11). Under the guidance and support of my supervisor my
confidence in myself grew tremendously, and I felt empowered in my emerging abilities.
According to Kouzes and Posner (2007), when leadership is a relationship founded on trust and
confidence, people take risks, make changesthrough that relationship, leaders turn their
constituents into leaders themselves (p. 68-69). The leadership behaviors that were
demonstrated consistently to me, suggests that these behaviors had become her philosophical
foundation. Schuh (2002) in the article Lessons from Leaders, indicates that leaders exhibit
consistent behaviors that convey their underlying beliefs and values over sustained periods of

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time, demonstrating their commitment and authenticity. I would suggest that in order to sustain
this commitment to behavior, it needs to be incorporated into a philosophical foundation that
becomes second nature, and occurs automatically.
I consider myself fortunate, that I had the opportunity to learn from someone who was as
committed to positive aspects of leadership, as my supervisor. I had a long career as a therapist,
and at times experienced negative aspects of leadership as well. There were times when I did not
feel that I had a voice that was heard, and I felt constrained. Astin and Astin (2000) indicate that
constraining beliefs cause individuals to question their knowledge, to have diminished
competence and to withhold commitment. They indicate that authenticity which is speaking
out when there is a perceived need for change (p. 59), and commitment which is willing to
invest the time and energy required to initiate and sustain a change for effort (p. 59), is what is
needed when confronting constraining beliefs. I would also argue, that having a philosophical
foundation which you are committed to, will assist you in difficult times.
A philosophical foundation, gives individuals the confidence to stay committed to a
sustained effort. As I progressed in my career as a therapist, I had opportunities to mentor new
therapists, and I modeled my behavior after my supervisor from my first experience. Looking
back, I can say that I developed a philosophical foundation of leadership, which provided me
with the framework that guided my actions on a day to day basis. It was a foundation that was
built on a vision, which was shared with me by my first supervisor.
Philosophical foundation for leadership in student affairs
Why is it important that student affairs professionals internalize a philosophical
foundation that is grounded in the following; inspiring a shared vision, modeling the way,
empowering others, authenticity and commitment to a sustained effort? A review of the literature

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indicates that many student affairs professionals believe that these themes are good qualities and
traits for leaders to incorporate in an approach to leadership. Why then is it necessary for student
affairs professionals to go a step further, and incorporate these themes into a philosophical
foundation?
Many arguments could be presented in regards to why it is important to have a foundation
of leadership. However, I would suggest that the primary reason is due to the fact that higher
education has entered a new era, an era which is focused on the rising cost of a higher education
and the value of a higher education. Federal and state legislators, parents, and students are
looking at higher education critically, and it is no longer being evaluated on the diversity of the
student body or the accessibility of education; but rather it is being evaluated on the numbers it is
producing. Numbers that pertain to obtainment of degree and time span to completion. There is
a new focus on end results, and in particular, matriculation of our students; which ultimately
brings the focus to retention of students. If higher education is to be successful in this new era,
every person in a higher education institution will need to be focused on providing the support
necessary that leads to decreased attrition and the retention of the students.
As student affairs professionals, I would suggest that our origin of work will need to
begin with the support of the student. Successful progression towards obtainment of a degree
does not only occur through the interaction that occurs in the classroom, but through every
encounter that a student experiences in higher education. Learning is occurring in every office,
department, and organization on campus, and these offices are predominately staffed by student
affairs professionals. As a profession, we are on the frontlines and we need to strive for not only
positive learning outcomes, but positive interactions with students that provide an opportunity
that they can learn from. According to Reason and Broido, if we know what we believe, what

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we value, what we do, and who we are, then it becomes easier to make a purposeful decision
when forced to choose between multiple courses of action (Schuh et al., 2010, p. 80). In this
quote, the authors are referring to a philosophical foundation for the practice of student affairs,
but I believe this concept can and should be extrapolated to our practice of leadership. On the
surface, it seems that the values and themes that have been discussed in this paper would be easy
to put into practice. They make sense and it should be intuitive to our profession. However, the
reality is that it takes a considerable amount of hard work, commitment, and intentionality to
practice them on a consistent basis. I would suggest that we should strive as a collective and
work towards this foundation of leadership. Having a philosophical foundation for leadership,
will assist us in modeling consistent behavior and practices that promote positive outcomes and
interactions. In order to decrease attrition and retain students, it is imperative that we participate
in positive leadership, which will support our students and lead to positive outcomes for students
in their pursuit of a degree. Consistent application of this philosophical foundation for
leadership, will assure that student affairs professionals have a voice in the next era of higher
education.

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References
Astin, A.W., & Astin, H.S. (2000). Leadership reconsidered: Engaging higher education in
social change. Battle Creek, MI: W.K. Kellogg Foundation.
Dalton, J.C. (2002). The art of practical wisdom of student affairs leadership. New Directions for
Student Services 98, 3-9.
Broido, E.M., & Reason, R.D. (2011). Philosophies and Values. In J.H. Schuh, S.R. Jones & S.R.
Harper (Eds.), Student Services: A Handbook for the Profession (5th ed., pp. 80-95), San
Francisco, CA: Jossey-Bass.
Komives, S.R. (2011). Leadership. In J.H. Schuh, S.R. Jones & S.R. Harper (Eds.), Student
Services: A Handbook for the Profession (5th ed., pp. 207-225), San Francisco, CA:
Jossey-Bass.
Kouzes, J.M., & Posner, B.Z. (2007). The five practices of exemplary leadership. In Jossey-Bass
(Ed.), Educational Leadership (pp. 63-74). San Francisco: CA: Jossey-Bass.
Schuh, J.H. (2002). Lessons from leaders. NASPA Journal 39(3), 204-216.