This dissertation explores the transformative impact of short-term study away courses on women's leadership development in graduate education. Through a qualitative, case study approach, it investigates the experiences of women graduate students (n = 8) participating in an all-women study away course, aiming to uncover the factors that contribute most significantly to their learning and leadership growth. The study develops a conceptual model integrating theories of intersectionality, leadership identity development, and transformative learning, providing a comprehensive framework for understanding the complex interplay of personal and intersectional identities in leadership development. Findings reveal the profound influence of immersive learning experiences, highlighting the benefits of temporarily stepping away from familiar environments to engage in face-to-face interactions and experiential learning. The research underscores the importance of inclusivity and diversity in leadership education, emphasizing the role of representation, diverse role models, and inclusive curricula in fostering women's leadership development. Furthermore, the study identifies the empowering role of all-women cohorts in overcoming gender-related challenges and creating a supportive environment for women's leadership growth, exemplified by the observed \"Empowerment Effect.\" The findings contribute new insights to the discourse on women's leadership development, informing the design of targeted and effective programs that cater to the unique needs and experiences of graduate women. In an era analyzing diversity, equity, and inclusion, this research holds significant implications for reshaping educational approaches and promoting more affirming, tailored, and impactful initiatives in women's leadership education.
","abstract_html":"<p>This dissertation explores the transformative impact of short-term study away courses on women's leadership development in graduate education. Through a qualitative, case study approach, it investigates the experiences of women graduate students (n = 8) participating in an all-women study away course, aiming to uncover the factors that contribute most significantly to their learning and leadership growth. The study develops a conceptual model integrating theories of intersectionality, leadership identity development, and transformative learning, providing a comprehensive framework for understanding the complex interplay of personal and intersectional identities in leadership development. Findings reveal the profound influence of immersive learning experiences, highlighting the benefits of temporarily stepping away from familiar environments to engage in face-to-face interactions and experiential learning. The research underscores the importance of inclusivity and diversity in leadership education, emphasizing the role of representation, diverse role models, and inclusive curricula in fostering women's leadership development. Furthermore, the study identifies the empowering role of all-women cohorts in overcoming gender-related challenges and creating a supportive environment for women's leadership growth, exemplified by the observed "Empowerment Effect." The findings contribute new insights to the discourse on women's leadership development, informing the design of targeted and effective programs that cater to the unique needs and experiences of graduate women. In an era analyzing diversity, equity, and inclusion, this research holds significant implications for reshaping educational approaches and promoting more affirming, tailored, and impactful initiatives in women's leadership education.</p>","abstract_has_math":false,"creators":["Boone, Allison"],"institution":null,"degree_name":"Doctor of Philosophy (PhD)","degree_level":"Open Access Dissertation","degree_discipline":"Leadership and Counseling","degree_department":null,"school":null,"contributors":["Carmen McCallum, PhD","Patrice Bounds, PhD","Raul Leon, PhD"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2024,"date_issued":"2024-01-01T08:00:00Z","date_published":"2024-01-01T08:00:00Z","updated_at":"2026-07-24T02:17:53Z","subjects":["graduate education","study away","transformative learning","women's leadership development","women's leadership identity development","Educational Leadership"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://commons.emich.edu/theses/1310","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Carmen McCallum, PhD","Patrice Bounds, PhD","Raul Leon, PhD"]},{"key":"dc:creator","label":"Author","values":["Boone, Allison"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2025-10-08T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Leadership and Counseling"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy (PhD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["graduate education","study away","transformative learning","women's leadership development","women's leadership identity development","Educational Leadership"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://commons.emich.edu/theses/1310"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This dissertation explores the transformative impact of short-term study away courses on women's leadership development in graduate education. Through a qualitative, case study approach, it investigates the experiences of women graduate students (n = 8) participating in an all-women study away course, aiming to uncover the factors that contribute most significantly to their learning and leadership growth. The study develops a conceptual model integrating theories of intersectionality, leadership identity development, and transformative learning, providing a comprehensive framework for understanding the complex interplay of personal and intersectional identities in leadership development. Findings reveal the profound influence of immersive learning experiences, highlighting the benefits of temporarily stepping away from familiar environments to engage in face-to-face interactions and experiential learning. The research underscores the importance of inclusivity and diversity in leadership education, emphasizing the role of representation, diverse role models, and inclusive curricula in fostering women's leadership development. Furthermore, the study identifies the empowering role of all-women cohorts in overcoming gender-related challenges and creating a supportive environment for women's leadership growth, exemplified by the observed \"Empowerment Effect.\" The findings contribute new insights to the discourse on women's leadership development, informing the design of targeted and effective programs that cater to the unique needs and experiences of graduate women. In an era analyzing diversity, equity, and inclusion, this research holds significant implications for reshaping educational approaches and promoting more affirming, tailored, and impactful initiatives in women's leadership education.
"]},{"key":"dc:title","label":"Title","values":["Understanding the impact of a short-term study away course on the leadership development of women graduate students"]}]}],"canonical_facts":{"dc:contributor":["Carmen McCallum, PhD","Patrice Bounds, PhD","Raul Leon, PhD"],"dc:creator":["Boone, Allison"],"dc:date.available":["2025-10-08T07:00:00Z"],"dc:description.abstract":["This dissertation explores the transformative impact of short-term study away courses on women's leadership development in graduate education. Through a qualitative, case study approach, it investigates the experiences of women graduate students (n = 8) participating in an all-women study away course, aiming to uncover the factors that contribute most significantly to their learning and leadership growth. The study develops a conceptual model integrating theories of intersectionality, leadership identity development, and transformative learning, providing a comprehensive framework for understanding the complex interplay of personal and intersectional identities in leadership development. Findings reveal the profound influence of immersive learning experiences, highlighting the benefits of temporarily stepping away from familiar environments to engage in face-to-face interactions and experiential learning. The research underscores the importance of inclusivity and diversity in leadership education, emphasizing the role of representation, diverse role models, and inclusive curricula in fostering women's leadership development. Furthermore, the study identifies the empowering role of all-women cohorts in overcoming gender-related challenges and creating a supportive environment for women's leadership growth, exemplified by the observed \"Empowerment Effect.\" The findings contribute new insights to the discourse on women's leadership development, informing the design of targeted and effective programs that cater to the unique needs and experiences of graduate women. In an era analyzing diversity, equity, and inclusion, this research holds significant implications for reshaping educational approaches and promoting more affirming, tailored, and impactful initiatives in women's leadership education.
"],"dc:identifier":["https://commons.emich.edu/theses/1310"],"dc:subject":["graduate education","study away","transformative learning","women's leadership development","women's leadership identity development","Educational Leadership"],"dc:title":["Understanding the impact of a short-term study away course on the leadership development of women graduate students"],"thesis:degree_discipline":["Leadership and Counseling"],"thesis:degree_level":["Open Access Dissertation"],"thesis:degree_name":["Doctor of Philosophy (PhD)"]},"updated_at":"2026-07-24T02:17:53Z"}