The Social Field of Servant Leadership Development: A Grounded Theory Perspective

Abstract

This study explores the processes through which a holistic leadership development program cultivates a personal philosophy and practice of servant leadership. Using a grounded theory approach, the research investigates how participation in the Hilton College Servant Leadership Development Programme (HCSLDP) influences the leadership trajectories of its alumni. The study draws on in-depth qualitative data from 36 former students who engaged in the program, employing Strauss and Corbin’s (1990) paradigm model to analyse how various factors interact to shape the development of servant leadership attributes. The findings reveal that leadership opportunities within the program serve as critical catalysts in fostering servant leadership identity and practice. However, the impact of these experiences is contingent upon key intervening conditions, including interactions with influential mentors, the participants' self-concept, personal choices, and individual values. These factors collectively contribute to the internalization of servant leadership principles, emphasizing humility, service to others, and ethical decision-making. To further contextualize these findings, this study integrates Pierre Bourdieu’s social field theory, providing a broader sociological perspective on leadership development. By examining the structured environments (fields) in which leadership growth occurs, the research highlights how habitus (deep-seated dispositions shaped by past experiences) and different forms of capital—social, cultural, and symbolic—interact to influence leadership outcomes. This theoretical lens allows for a deeper understanding of how individuals navigate leadership development spaces and how the institutional and cultural contexts of these environments shape the assimilation of servant leadership values. The study’s implications extend beyond Hilton College, offering insights into the design and implementation of leadership development initiatives across various educational and organizational settings. Specifically, it underscores the importance of structured leadership experiences that incorporate mentorship, reflective practice, and ethical decision-making. Additionally, it highlights the necessity of creating social environments that reinforce servant leadership principles, ensuring that leadership development efforts align with broader community and organizational values. By bridging grounded theory with social field theory, this research contributes to both leadership development scholarship and practical applications in educational and professional contexts. It offers a nuanced understanding of how servant leadership is cultivated, emphasizing the interplay between personal agency, structured experiences, and broader social influences in shaping ethical, community-oriented leadership practices.