Equine Facilitated Learning (EFL) Leadership Programs

Abstract

Only a few scholarly studies examine the relationship of equine facilitated learning (EFL) leadership programs to leadership theories, their related success evaluations, and leadership training. Characteristics of 13 EFL leadership program are explored to examine their ties to four leadership theories: authentic, servant, situational, and transformational, their requisite success evaluations of the leadership theories, and how leadership is incorporated within the programs. A qualitative research design addresses research questions through manual qualitative content and thematic data collection and analyses gathered from program website information. Interviews with four program leader participants about their programs are also explored. Program characteristics tend to be inconsistent. There are discrepancies among the programs and between the participants’ perceptions of their programs’ leadership theories and the information presented on program websites. Programs generally do not tend to adhere to one of the leadership theories investigated or to their related success metrics. Programs should be more consistent and subscribe to a specific leadership theory, or theories, so they can accurately, reliably, and with validity, measure their outcomes. Lee & Dankin (2016) and Arci. Et. al (2016) were among those who suggested that additional research is needed.