The study will be based upon three theoretical concepts (Stage based model of leadership identity development, the Cognitive development theory, and the Chickering’s psychosocial theory). It will also build upon the four main individual behavioral styles namely; the analyzer, the socializer, the director and the relater (Kronz, 2014). These behavioral styles will be used to account for the different styles that individuals use to interact or communicate with others. They will also be used to determine how receiving feedback from others would enable individuals to locate themselves along the four behavioral styles. In this sense, the study will evaluate the different competencies that are required by the participants of student leadership organizations who desire to become multinational leaders.
The Stage based model of leadership identity development uses a grounded theory approach to evaluate the steps taken to attain multinational leadership skills (Komives et al., 2006). In this case, the use of a helix rather than a circular model allows the stages of 3 development to be repeated in a circular fashion (Komives et al., 2006). The first stage in this model is awareness which involves the recognition that leadership actually exists and that successful leaders have been on the scene for a while.
The second stage entails is engagement where students experience their interpersonal interaction with peers and seek new friendships. In stage three, the leader was identified while in stage 4, leadership was differentiated (Komives et al., 2006). On the other hand, the Cognitive development theory focuses on the thought processes involved in leadership identity development. It emphasizes on reflexive thinking in social multinational contexts which promotes the development of multinational leaders (Komives et al., 2006). Chickering’s Psychosocial theory suggests that establishing leadership identity involves a progression through certain vectors that move from autonomy towards interdependence than the development of sustainable interpersonal relationships. Based on this model, relationships, purpose, and integrity have to be developed for student leaders to make commitments in the global interactional context within which leadership is practiced (Komives et al., 2006).