New directions for student leadership最新文献

International Leadership Association's General Principles for Leadership Programs is a fluid document designed to provide resources to create, redesign, and assess leadership programs. This article provides a broad introduction to the General Principles for Leadership Programs, including the history and a brief overview of the five main areas the principles use as pillars in advancing leadership programs. These areas include context, conceptual framework, content, learning, metrics, outcomes, and assessment.

Metrics, outcomes, and assessment are important, yet often forgotten, elements of effective leadership programs. This article will provide an overview of metrics, outcomes, and assessment in regard to leadership programs. The article will then provide example programs and practical guidance on using metrics, outcomes, and assessment in leadership program design. Considerations for telling the data story of leadership programs and future implications for practice are shared to conclude the article.

The depth of work required and the relationships built in the process of agreeing to a conceptual framework for leadership learning are daunting. Whatever expenditure of effort that is required, achieving a comfortable consensus pays off in expanding the reach and the potential impact of leadership learning initiatives. The ILA General Principles for Leadership Programs advocate conceptual frameworks that are unique and purposeful for specific organizational contexts and include responding to questions related to centrality and coherence. Aligning with organizational context and striving for centrality and coherence then allows the framework to serve as a catalyst for constant improvement and expansion.

This article explores context as a critical component of leadership learning and leadership program design. Building from the foundation established in the General Principles for Leadership Programs (International Leadership Association), we further define context, including looking at cultural, historical, ideological, personal, and social contexts. The concept of context in leadership program development and how to use context as a general principle is explored deeply in this article.

ILA General Principles for Leadership Programs were originally conceived to advocate approaches to leadership cultivation that would increase visibility, encourage greater cooperation, and be applicable across diverse organizations and cultural contexts. Subsequent to their release as a concept paper, the General Principles have been disseminated and tested in a variety of ways and are now promoted as a model for coherent and comprehensive leadership program design and implementation. While the General Principles achieved some success, this concluding article proposes that economic, social, and political changes must be considered when using the General Principles and that it is essential that leadership educators commit to greater consensus and coherence in their shared work.

The International Leadership Association's General Principles for Leadership Programs provides a useful frame for developing, delivering, and assessing leadership programs. In doing so, it is important for leadership scholars, educators, and practitioners to acknowledge and reflect on the complexities of our world, which moves toward strategies to navigate future situations. This article explores the possibilities for the future, including how to build generative, high-capacity, and high-efficacy leaders, and how the General Principles can provide guidance in an ever-evolving global society.

Focusing on the topical area of the ILA General Principles for Leadership Development Programs, number three, content, this article aims to expand the conceptualization and meaning of the idea of content and broaden the knowledge of content through a critical perspective. Additionally, the purpose of the article is to offer ideas for leadership educators and provide them with a road map of how to build the critical leadership capacity of learners, centering the discussion on adding content for programs centered in three important conversations: (a) the need for more relational and collective perspectives; (b) acknowledging issues of power, participation, and democracy within organizations; and (c) emphasizing views that go beyond Western perspectives that promote diversity. Adding content related to these conversations in the field into leadership programs and curricula within organizations and schools can have an emancipatory potential that contributes to promoting social and cognitive justice for all.

This article provides an example of how a leadership studies program has addressed the call for attention to conceptual frameworks as outlined in the International Leadership Association's (2021) General Principles for Leadership Programs. Faculty members from the Staley School of Leadership at Kansas State University share lessons learned from integrating two frameworks to inform curricular design, delivery, and assessment. The key insight presented is that when leadership educators thoughtfully apply conceptual frameworks, powerful learning environments can be cultivated to prepare learners to exercise leadership for the common good.

The International Leadership Association's General Principles for Leadership Programs is a document designed to provide resources to create, redesign, and assess leadership programs. This article provides a broad introduction to the Venn diagram developed by the ILA Committee for the Advancement of Leadership Programs (CALP). It is intended to help leadership educators, taking their program context into account, introduce and explain how to provide the necessary depth needed for good program design. ILA's Advancement of Leadership Programs project works to advance the ongoing leadership learning efforts of the General Principles and Guiding Questions living documents on programmatic development and review. CALP has been charged with working with ILA members to develop the best ways to use these tools in our work. This article is intended to help you understand the many resources available when looking at the delivery of leadership programs. In addition to the General Principles, we provide other resources that can aid in creating and redesigning leadership programs.