Graduation Year


Document Type




Degree Name

Doctor of Philosophy (Ph.D.)

Degree Granting Department

Higher Ed/Community College Ed

Major Professor

Thomas Miller, Ph.D.

Committee Member

Judith Ponticell, Ph.D.

Committee Member

Michelle Bombaugh, Ph.D.

Committee Member

Jennifer Schneider, Ph.D.


Competency, Leadership, Self-Assessment, Training


This ex-post facto research study identified changes in participants’ self-perceptions of their competence in six key leadership competencies, as reported from a pre-training and post-training self-assessment. This study also identified the relationship between the participants’ self-reported changes and their persistence in enrollment at the University upon completion of the leadership training program. This quantitative study analyzed secondary data (N=201) from a large, four-year, public research institution in the southeast United States. Paired samples t-tests were used to determine that the self-reported change among participants was statistically significant (p<.05) from the pre- to the post-training self-assessment. Further, this study then examined the relationship between participants’ self-reported mean change and their persistence at the institution, defined as having graduated or continuing enrollment one year after completion of the leadership training program. A logistic regression was utilized to identify a negative predictive relationship between participants’ mean change and their likelihood of persistence. Implications for competency-based learning were discussed in relationship to student affairs practice.