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This paper explores some of the gaps and contradictions that can often be found in public sector leader development approaches and then examines some of the theoretical assumptions related to these gaps and contradictions. The purpose of this examination is to further identify and define some corresponding gaps within public sector leadership development theory, as well as to encourage future theory development.

Using three common examples of contradictions often found within the leadership literature, gaps within public sector leadership development theory are identified and then linked to relevant components of leader development models found within other disciplines. As they were developed in other contexts, these components were then further reviewed to determine their potential applicability in speaking to the gaps often found in public sector leader development theory.

Proposals are made to address some of the common gaps and contradictions often identified in some public sector leader development approaches, along with the detailing of future research directions for the further development of theory.

This exploratory review highlights some of the central assumptions and gaps in the literature for the purpose of clarifying future directions of research into public sector leadership development theory.

This chapter begins with a brief overview of various sources of truth, including authority figures, faith, science, reason and experience. Although all sources of truth are recognized as valid, science is particularly valuable because of its relative objectivity. Therefore, the balance of the chapter describes three major sources of empirical information about college student mental health. First, the Center for Collegiate Mental Health (CCMH) is discussed, followed by the Healthy Minds Study (HMS) and then the National College Health Assessment. The latter two are national surveys of college students, whereas CCMH only collects data from students receiving mental health services. The HMS, like CCMH, gathers data specific to college students’ mental health; the National College Health Assessment, which is conducted by the American College Health Association, collects information on college students’ physical and mental health. Taken together, these three sources of data provide the basis for comparisons between college students who are and are not receiving mental health services, allow for determinations of trends in college student mental health and serve as the basis for hundreds of studies on the prevalence, causes, correlates and consequences of college students’ mental health.