Purpose

This study aims to examine how leadership identity manifests at the individual and collective levels within a relational training context among a group of multicultural higher education students.

Design/methodology/approach

This is a case study and examines the interactions among eight multicultural students through the theoretical lens of leadership identity development (LID) theory.

Findings

The main findings of this study suggest that LID manifests through an open will and intensifying motivation to the collective impulse of achieving shared goals through nurturing the collective cognition to integrate diverse perspectives and a broadening view of leadership as a collective capacity for co-creation and generativity.

Research limitations/implications

Although the paper builds on a case study with a limited number of participants and the ability to generalise its findings is partial, the study may provide practical applications for training leadership in other collaborative contexts and supporting it at the individual and collective levels.

Originality/value

The LID theory and LID model have been applied simultaneously to a training lab to examine how LID manifests among a multicultural group of higher education students. The lab emphasises a participatory leadership-oriented pedagogy.

中文翻译：

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多元文化高等教育学生领导认同发展的表现

目的

本研究旨在探讨在一群多元文化高等教育学生的关系培训背景下，领导认同如何在个人和集体层面上体现。

设计/方法论/途径

这是一个案例研究，通过领导力认同发展（LID）理论的理论视角考察了八名多元文化学生之间的互动。

发现

本研究的主要发现表明，LID 通过培养集体认知来整合不同观点和扩大领导力作为共同创造和生成能力的集体能力，通过开放的意愿和强化的动机来实现共同目标的集体冲动。 。

研究局限性/影响

尽管本文建立在参与者数量有限的案例研究的基础上，并且概括其研究结果的能力是部分的，但该研究可以为其他协作环境中的领导力培训并在个人和集体层面上提供支持提供实际应用。

原创性/价值

LID 理论和 LID 模型已同时应用于培训实验室，以研究 LID 在多元文化的高等教育学生群体中的表现。该实验室强调以参与式领导为导向的教学法。