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Purpose The purpose of this study was to explore how students of a formal postsecondary leadership academy perceive curricular experiences as contributing to their development in specific leadership competencies and how experiential learning modes connect to those competencies. Design/methodology/approach This quantitative study draws on self-reported data from 152 postsecondary students across distinct cohorts (2015–2020) to assess leadership competency development following participation in various curricular activities. We examined which competencies students identified as most and least developed and analyzed how the four modes of experiential learning theory contributed to that development. Findings Results from our study indicate strong development of awareness of self, enhancing communication and understanding of leadership through participation in the leadership academy. Activities categorized as active experimentation consistently yielded higher scores in this area. Overall, the leadership academy favors curricular activities aligned with active experimentation and abstract conceptualization, which appear to support the development of key leadership competencies. Originality/value This study offers a novel contribution by examining how students perceive their own leadership development in relation to specific curricular activities. It is especially valuable in revealing which experiences students themselves identify as contributing to key competency development. Additionally, operationalizing the four modes of experiential learning theory provides a unique perspective on how different types of activities may differentially support the development of targeted leadership competencies.
Traini et al. (Mon,) studied this question.
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