New directions for student leadership最新文献

Leadership in Complex Adaptive Systems (CAS) calls upon leadership developers to reconsider assumptions about leadership learning. Leadership in CAS requires leadership developers to reconsider the relationship between leadership learning and practice. This article outlines a teaching method of leadership system mapping, relevant concepts, and specific techniques to use leadership system mapping to increase capacity for leadership in CAS. Practitioners will also get a better understanding of how Leadership Studies at the University of Tennessee, Knoxville is combining Leadership System Mapping teaching methods with a dynamic leadership assessment platform designed to give students and instructors closer to real-time data on leadership identity, efficacy, and capacity. Readers will consider actionable steps to teach leadership in small groups in civic or work-based leadership learning contexts characterized by CAS.

In an increasingly complex and interconnected world, it is critical to understand the tangled and interdependent nature of our current challenges, work collectively to envision just and equitable shared futures, and evolve leadership education to embrace and effectively address these challenges. In this article, we discuss the concepts of sustainability, systems thinking, and the Inner Development Goals within the context of leadership education and present ways of aligning the practices of each to lead change. Using cases from business and leadership development, this article offers suggestions for how we can focus on the individual and collective work needed to bring about lasting, sustainable change.

In today's complex and interconnected world, leadership demands new ways of seeing and acting that go beyond traditional models of control and prediction. This paper introduces Human Systems Dynamics (HSD) as both a framework and a toolkit for understanding and leading in complex systems by noticing patterns, fostering inquiry, and taking meaningful action. We explore how HSD builds adaptive capacity and resilience in individuals and systems, offering practical tools that can immediately help leadership educators and practitioners to act with greater clarity and confidence when facing complexity.

Addressing complex civic challenges requires systems leadership. This article outlines a conceptual framework for systems leadership and discusses several approaches to systems leadership learning with particular attention to service-learning and civic engagement. Practical strategies for educators and practitioners are provided to guide partnership development, teaching and learning, and evaluation of service-learning and civic engagement aimed at systems leadership learning.

Leadership education must develop learners' capacity to navigate complexity and foster collective action for sustainable change. This article presents educational activities conducted as part of a community-engaged project in Panajachel, Guatemala, where leadership educators, practitioners, and learners collaborated in a week-long initiative to develop a sustainable development agenda. Through three systems-informed activities-telling systems stories, participatory mapping, and co-creation planning-participants explored community assets, challenges, and priorities as necessary sources of insights for decision-making related to community development. By engaging local residents in the design, execution, and meaning-making processes of systems change, this project not only yielded valuable insights into community realities that will inform evidence-based interventions but also offered significant lessons for systems-informed leadership broadly. Large systems change requires (1) multiple rounds of learning, action, and reflection, (2) intentionally designed processes to engage many different perspectives, and (3) deep understanding of the past and present, as well as a commitment to co-creating new possibilities. This article highlights the transformative potential of leadership education as a catalyst for contextually grounded, participatory systems change.

"To advance the practice and study of leadership for a better world" is the clear and stated mission of the International Leadership Association (ILA). The organization offers a commitment to the advancement of leadership as a broader commitment to the advancement of the global community. Generous in scope, this is cultivated through a community of global membership. Tending to a mission and principles with an eye toward internationalization, global practice, and leadership, we also must contend with the current tenor of US institutions and policy, colonial legacies, and current practices. As educators, our work is in the educational spaces, classrooms, research, programming, learning, and practice. The principles offer us an avenue to advance with global practice top of mind.

This article explores the content application of the ILA General Principles for Leadership Programs. Introducing the leadership content design (LCD) framework, the authors explore leadership content application through a robust co-curricular example of the Hargis Leadership Institute. The article demonstrates a pathway for developing transformational leadership learning content through the implementation of a learner-centered approach to content design. By leveraging leadership theory, this article demonstrates how leadership educators can innovate to create intentional and relevant content.

Leadership programs establish relevance and garner public trust in higher education by demonstrating their usefulness to communities and society across sectors. In this article, the General Principles were leveraged as a tool to make sense of a pedagogy of practice applied to coursework and programs over the course of programmatic growth. This article will explore how the principles were applied to build practice orientations to knowledge. Learning as a practical application brings knowledge into the field and requires practical application through understanding and attendance to cultural capital. As collectives navigate the social hierarchies and realities of connecting knowledge, a core practice of how humans make sense of knowing by doing, the General Principles are a tool.

In this article, the authors present and engage with the conceptual and theoretical underpinning of leadership education and leadership development in Africa. Specifically, leadership education programs which are focusing on nurturing a new generation of leaders, adept at navigating the complexities of a globalized world, while remaining deeply rooted in their national and local heritage. They locate African leadership theory and praxis in the context of change, and examine how the International Leadership Association (ILA) General Principles for Leadership Programs (2021) provides an organizing framework for the redesigned Executive MBA program at the African Leadership University in Kigali, Rwanda.

In this article, we discuss the need for the field of leadership education (LE) to employ detailed outcomes for assessing its learning interventions, along with rigorous metrics in which to measure such outcomes. We define assessment, outcomes, and metrics, and provide numerous examples of how each can be built and improved upon across a variety of leadership programs and courses. Lastly, we provide a number of specific methodological suggestions for leadership educators to consider implementing in their programs that represent quality practices in assessing leadership learning and leader development.