Abstract
The purpose of this qualitative phenomenological dissertation in practice (DIP) study was to find out what peer-to-peer volunteer tutors value in order to articulate ways to provide better support to students in their discovery and development of authentic individual and campus servant leadership values that are realized or learned while participating in service tutoring experiences at a servant leader focused faith-based university. The aim of this study was to learn about preexisting and emerging peer-to-peer volunteer tutor values that could be used to make program changes that support individual growth, and improve peer interaction and training. Specifically, the aim was to be able to more effectively support students in their personal discovery and development of individual and servant leadership values through their engagement as volunteer tutors. Also, values incompatible with servant leadership, or values unwanted by tutors, were identified and changes could be put into place so unwanted values can be diminished. The overarching objective is to improve practice to support student self-awareness in values that align with servant leadership and promote the idea of student selflessness for the greater good within the school’s volunteer tutoring program, as well as in future societal roles after graduation (“About Volunteer Connection,” n.d.). The main data collection tool was a semi-structured interview protocol consisting of 10 questions. Nine interviews were completed within this interpretive phenomenological study. Institutional document analysis was also part of this study. This research revealed perceptions of authentic leadership values that contributed to student volunteer success within the school’s volunteer tutoring program, as well as potential ways of improving tutoring experiences.|Keywords: Faith-based, servant leadership values, service, morals, character development