Training Servant-Leaders for Turbulent Times

• In Event: Engaging and Developing Youth Leaders Through Hands-On and Service Based Learning

Short Description

This presentation will share research findings regarding the relationships between students’ self-reported altruism, motivation to serve, and purpose in life. The presenter will give examples of the benefits experienced through service-learning and how service has helped students enhance their leadership skills for turbulent times.

Detailed Abstract

The purpose of this presentation is to present research findings regarding the relationships between students’ self-reported altruism (SRA), motivation to serve (MTS) and purpose in life (PIL). The participants were 583 undergraduate and graduate students from a mid-size, mid-Atlantic university, representing many different majors and professional programs. An online survey was utilized to measure the three primary variables. Four main hypotheses were made for this study: (1) there would be significant positive correlations between all variables (SRA, MTS and PIL); (2) there would be clear differences on all three variables between students who have served compared with those who have not served; (3) there would be a measurable difference between males and females on all three variables, and lastly, (4) scores for all variables would increase with age. All hypotheses were either fully or partially supported by the data.

Some research has suggested that attaining a sense of life purpose is vital to identity development among college students (Moran, 2001). Without stating causality, the study found that those students who engaged in service activities experienced higher levels of purpose in life, regardless of if they were required to serve or if they chose to serve. Although varying in mission and vision statements, many colleges and universities aspire to help students lead productive and meaningful lives (Johnson, 2006; Langridge, Evans, Dixon & Janser, 2012). In an attempt to help aid colleges and universities with these aspirations, a service-learning example is presented with suggestions about how to implement service-learning into a university curriculum. The service-learning model allows servant-leaders to be engaged to respond to both day-to-day needs of others and to needs of others in turbulent times, starting as part of a university course assignment.

Participants who engaged in service activities were found to not only have higher levels of purpose in life, but also to have higher levels of self-reported altruism. Altruism has been defined as “the motivation to increase another person’s welfare” (Batson & Powell, 2003, p. 463). The many choices that college students and other leaders make may be influenced by their altruism and may also help further develop their sense of altruism. Whether it be selecting a major or professional program, picking an organization they will devote their time to, or deciding whether or not to assist in a turbulent situation, a person’s sense of altruism may be tapped into. If a participant chose to serve, rather than being required to, they were also more likely to have a higher sense of altruism and a higher sense of purpose in life. Due to the patterns of results, acts of service appear to be a contributing factor to higher levels of altruism, motivation to serve, and most importantly, to a greater sense of purpose in life.

In addition to the study’s findings, the presenters will also discuss their experiences with servant-leadership and service-learning from both an educator’s and student’s perspective. The presenters will give examples of the benefits they have experienced through service-learning and how service has helped them enhance their leadership skills for turbulent times.

Participants

• Mark J. Warner, James Madison University

• William Franklin Evans, James Madison University