New directions for student leadership最新文献

This article highlights the benefits of integrating systems leadership approaches into leadership education and pedagogy. Drawing on over 40 years of combined real-world practice, the authors present "field notes" as "case-like descriptions and analysis" from their experiences as full participants in community organizing in post-Katrina New Orleans and global sustainable development with the Peace Corps in Mongolia and Haiti. The field notes demonstrate how an implicit systems leadership mindset was instrumental in achieving outcomes in complex public and international contexts. The article proposes that integrating systems leadership through experiential learning enhances students' abilities to drive sustainable change within complex systems by better preparing students for the intricate, interdependent systems they will encounter beyond the classroom.

The complexities of our contemporary world demand innovative approaches to leadership education that equip individuals to navigate and effectively influence complex adaptive systems. This descriptive case study explores the Global Food Systems Leadership (GFSL) secondary major at Kansas State University; a program designed to develop systems-focused leadership capacities through an interdisciplinary framework. Although much of the existing leadership education literature emphasizes individual skill building or disciplinary silos, GFSL addresses a critical gap by centering collective, systems-thinking oriented leadership education within the context of global food challenges. Drawing on collective expertise across multiple disciplines, GFSL integrates students' diverse academic and personal backgrounds, fostering collaboration, empathy, and systems thinking for systems change. This article examines the philosophical and pedagogical foundations of the program, its focus on interdisciplinary collaboration, and its impact on preparing students to address global food systems challenges. We argue that such a program not only cultivates individual leadership capacities but also provides a replicable model of collective and systems-based leadership education. Consequently, it contributes to expanding the scholarship on leadership pedagogy and offers actionable insights for educators aiming to become agents of change within their institutions and communities.

The shortage of rural veterinarians in the United States poses significant challenges to food security, public health, and the agricultural economy. This article explores two systems-based training strategies to address this issue through two case studies: the Integrated Beef Cattle Program (IBCP) in the College of Veterinary Medicine (CVM) at Oklahoma State University (OSU) and the development of adaptive leadership and collaborative problem-solving capacity among rural veterinarians at Pat Dye Clinics. Grounded in Heifetz et al.'s (2009) adaptive leadership framework and Kirton's (2011) Adaption-Innovation Theory (A-I theory), these initiatives demonstrate how leadership development and cognitive diversity can enhance recruitment, retention, and resilience in rural veterinary practice. Findings suggest that integrating leadership learning in veterinary education and professional development can serve as a critical leverage point for systemic change.

This article explores the concept of systems thinking as a crucial skill for leadership students navigating a complex, interconnected world. We assert that incorporating systems thinking into leadership education can help individuals better understand the structure, interrelationships, and dynamics of various systems. The article outlines key systems thinking language, principles, and skills that support systems literacy, then illustrates their application through the presentation of three case studies: Jacinda Ardern's leadership during the COVID-19 pandemic, Dr. Darryll Pines's approach to engineering education, and Patagonia's sustainable business model. The article concludes by discussing how systems language and tools can be integrated into diverse learning environments and noting considerations for educators as they introduce systems thinking into their work.

As the challenges addressed in leadership education become increasingly complex, it is essential to develop and employ new skills and tools which help individuals and groups make sense of the complexity. In this paper, we introduce system dynamics as a lens for leadership education stakeholders to understand and navigate complex problems and systems. Then, we demonstrate two practical entry points into system dynamics practice. Through thick description and an example case study, we conclude by describing how to use and facilitate rich pictures and causal loop diagrams to make sense of complex problems.

Classroom as Organization (CAO) is an experiential methodology that recognizes the class as a system, enabling students to engage with content while practicing leadership behaviors and strategies. CAO builds leadership capabilities through which students engage in a complex systems approach as they address leadership issues in a real-world context. This article provides an overview of CAO in leadership education as it aligns with a systems approach in its delivery and content. The authors will provide examples of different CAO structures and purposes in their own leadership classrooms to illustrate the pedagogical method in real life contexts. Finally, the authors will present a list of considerations for leadership educators who are new to using CAO in the leadership education classroom.

Leaders in higher education must meaningfully interpret and respond to information from a complex external environment as they plan for the future of their institutions. Importantly, this information must be explored alongside internal considerations of institutional integrity if institutions are to avoid compromising important values and social goods. This paper describes how systems leadership informed a framework for institutional innovation that guides navigation of tensions inherent in balancing external market opportunities and institutional integrity. Framing the work in this way has allowed organizational leaders to better identify impediments to innovation, develop strategies to empower innovative thinking across institutional silos for greater agility and responsiveness to emergent opportunities, and critically evaluate innovative opportunities.

This article aims to offer educational insights that could help cultivate systems thinking and adaptive leadership behavior (ALB) among college students. We conceptually connect three frames of systems thinking and levels of cognitive complexity with ALBs measured by the ALB scale. We share insights from a preliminary study of college students' self-ratings of ALB and offer learning activities designed to develop capacity for systems leadership in college-level leadership learners.

This case study describes a leadership development intervention for climate change leaders in Ghana. We conceptualize the development of systems leadership capacity through collective and adaptive leadership frameworks and discuss how principles of permaculture provide valuable insights and practices that foster both technical and adaptive approaches to sustainable climate change. Our case illustrates the intentional use of training as a scaffold toward developing a climate change leadership network. We provide a practical model for educators and practitioners working to empower local leaders to take meaningful action on climate or other sustainable development issues.