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It frames the approach using Pepperdine’s Institutional Learning Outcomes across knowledge and scholarship, faith and heritage, and community and global understanding. The paper draws on leadership research and multiple schools of thought, emphasizing how leaders influence, motivate, enable others, and adapt to change, then applies these ideas to Pepperdine student leaders and their learning outcomes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/leadership-at-pepperdine-university-introduction-may-21-2020/293389/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/leadership-at-pepperdine-university-introduction-may-21-2020/293389.png","ImageObject",300,407,{"name":92,"@type":93},"Pentious","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-18","2026-09-17",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the purpose of the Leadership Project at Pepperdine University?","Question",{"text":112,"@type":113},"To explore student leadership development through a partnership between Student Affairs and Academics, using student survey data and an inventory of student affairs activities.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper define leadership?",{"text":117,"@type":113},"It cites the GLOBE research consensus that leadership is the ability of an individual to influence, motivate, and enable others to contribute toward organizational effectiveness and success.",{"name":119,"@type":110,"acceptedAnswer":120},"What are Pepperdine’s three categories for leadership learning outcomes?",{"text":121,"@type":113},"Knowledge and scholarship, faith and heritage, and community and global understanding.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},293389,1789663441,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":129,"read_time":144,"preview_page_count":4},1374404730887,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","LEADERSHIP AT  \nPEPPERDINE UNIVERSITY  \nMay 21, 2020  \nLisa Bortman, Ed. D. Robin Gore, Ed. D.  \nLEADERSHIP AT PEPPERDINE UNIVERSITY  \nIntroduction  \nPepperdine University expects all of its graduates to have acquired a depth and breadth of understanding as well as lived experience of the institutional values of purpose, service, and leadership. As Pepperdine holds the values of leadership within its top three prerogatives for students while attending the university, we also want students to extend these values into their adult lives. This paper will explore leadership development in students at Pepperdine through a partnership with Student Affairs and Academics. The examination included Pepperdine’s Leadership Project, an examination of student survey data, and an inventory of student affairs activities. In doing so, we will use Pepperdine’s Institutional Learning Outcomes as our framework. These learning outcomes include:  \nLeadership with Knowledge and Scholarship  \nThink critically and creatively, communicate clearly, and act with integrity  \nLeadership with Faith and Heritage  \nDemonstrate value centered leadership  \nLeadership with Community and Global Understanding  \nDemonstrate global awareness  \nLeadership  \nIn August 1994, 54 researchers from 38 countries gathered for the first GLOBE research conference, and during this conference the researchers came to a consensus on the universal definition of“leadership”: the ability of an individual to influence, motivate, and enable others to contribute toward the effectiveness and success of the organizations of which they are members.1 A person’s upbringing, life experiences, and daily interactions define that individual’s leadership style. One of the most significant findings is a consideration that the difference between a good leader and a great leader is the ability to adapt to change.2  \nAlmost every text written on leadership notes that definitions vary by the primary assumptions brought to examine the phenomena. For example, trait theorists define leadership as a set of attributes while behavioral theorists identify it as a set of skills. Researchers from a social constructivist perspective  \n1  \nHouse, Robert, Mansour Javidan, and Peter Dorfman. 2001.Project GLOBE: An introduction. American Psychological Association. 2  \nCollins, Jim. 2002. Good to Great: Why Some Companies Make the Leap and Others Don't.New York: Harper Collins.  \ntend to define leadership as a process and relationship. In full, there are seven main schools of thought regarding leadership: trait, behavioral, power and influence (the more recent power/influence theories are sometimes referred to as reciprocal leadership theories), contingency, cultural, cognitive/processual/social constructivist, and critical/postmodern approaches.3  \nMuch has been written on the topic of leadership in Higher Education for the emerging adult. Although many frameworks related to leadership are written for the context of adult employment, a leadership context for those who are not in formal employment positions (such as a college student) could follow Bellman’s4 basic attributes of leadership which includes a guiding vision, passion, integrity, trust, curiosity, and daring. Bellman5 describes that one of the most effective leadership traits is the importance of taking risks and gaining followers in doing so. As students move into leadership roles among their peers, it is then important to have the traits of a visionary, problem-solver, team builder, manager, communicator, power distributor, liaison (forming partnerships and strategic alliances), and  \nplanner6 . Covey7 asserts that trust, or a trustworthy character, gives way to a principle-centered leadership. Bennis8 further comments that leaders build a genuine trust through tireless advocacy of a set of principles and values. Accordingly, we will consider these character traits as we look at Pepperdine student leaders.  \nPepperdine’s Learning Outcomes  \nTo narrow ou","cbCait62HRHIUUg1","https://ap.wps.com/l/cbCait62HRHIUUg1","pdf",859483,25,"English","# Introduction\n## Leadership\n## Pepperdine’s Learning Outcomes\n### Knowledge and Scholarship","[{\"question\":\"What is the purpose of the Leadership Project at Pepperdine University?\",\"answer\":\"To explore student leadership development through a partnership between Student Affairs and Academics, using student survey data and an inventory of student affairs activities.\"},{\"question\":\"How does the paper define leadership?\",\"answer\":\"It cites the GLOBE research consensus that leadership is the ability of an individual to influence, motivate, and enable others to contribute toward organizational effectiveness and success.\"},{\"question\":\"What are Pepperdine’s three categories for leadership learning outcomes?\",\"answer\":\"Knowledge and scholarship, faith and heritage, and community and global understanding.\"}]","Leadership at Pepperdine University - Introduction - May 21, 2020 | PDF",63]