New directions for student leadership最新文献

This article explores the Learning section of the International Leadership Association General Principles for Leadership Programs, examining how situational factors influence leadership education, design, and implementation. We analyze six key elements as follows: learner characteristics, educator identities, learning environments, goal setting, feedback mechanisms, and teaching activities. Drawing from leadership education literature and practitioner experience, we demonstrate how these elements interconnect to create transformative leadership learning experiences. The article offers theoretical foundations and practical applications to help leadership educators develop intentional, learner-centered programs that foster leadership capacity while considering critical contextual factors. This approach enables significant learning that transforms learners' understanding of leadership theory and practice.

The growing demand for leadership competencies in the global workforce has expanded undergraduate programs integrating leadership theory, organizational development, and data-driven decision-making. This paper examines the development of an undergraduate leadership program evaluation at a liberal arts college in the southern United States. Grounded in leadership development models and organizational development frameworks, the program combines interdisciplinary coursework, experiential learning, and professional networking to prepare students for leadership roles. A systematic evaluation approach-including needs assessment, program design analysis, implementation monitoring, and impact evaluation-ensures alignment with theory and workforce demands. Embedding program evaluation underscores the role of evidence-based assessment in leadership education. Reflections on challenges, lessons learned, and future directions offer insights for evaluating, sustaining, and enhancing similar programs.

The populational of international undergraduate students in the United States reached an all-time high enrollment of 1.1 million during the 2023-2024 academic year. Many leadership training, education, and development programs are seeing more international students joining their curricular and co-curricular programming. Simultaneously, other collegiate leadership learning programs are struggling to incorporate members of this highly diverse population of students. This article provides insight into how international students may understand leadership on campus, as well as how administrators of leadership programs can create spaces that are welcoming to international students across a variety of backgrounds.

Peer tutoring is an essential service in higher education, requiring comprehensive training that transcends academic content to include leadership development. This study assessed the impact of a tutoring and mentoring intervention on the leadership skills of tutors. Seven medical students participated in a year-long program involving leadership workshops, peer tutor training, and mentoring. Pre- and post-test results showed a large effect on 12 of 30 leadership questions and a medium effect on 6, demonstrating significant leadership growth in peer tutors. This study highlights how mentoring and tutoring can significantly enhance tutors' leadership abilities, supporting their holistic growth and preparing them for future leadership roles.

Leadership efficacy is an important factor in leadership development. Particularly, leadership efficacy development for college women has been long understudied. This narrative inquiry study sought to offer more insight into factors and practices influencing college women's leadership efficacy development. This article shares the findings around women's leadership efficacy development and implications for practice.

In a climate where anti-diversity, equity, and inclusion (DEI) legislation bars leadership educators from using certain terms, sources of knowledge, and overtly liberatory pedagogy, leadership educators must still find a way to meet the needs of diverse student populations. This article explores the use of design thinking in serving Black women students in college. The Black undergraduate women leader identity (BUWLI) model is used to inform the design thinking process and provides educators with ideas for generating educational strategies within the limits of anti-DEI policy.

As a high-impact practice, peer mentoring programs are used in a variety of contexts, with a variety of outcomes for mentees. Peer mentoring programs present a unique experience for mentors to develop leadership skills. However, gaps in the literature expose the need for a greater understanding of peer mentor leadership practice and more intentional leadership education and training for mentors. Our study explored significant learning experiences of peer mentors who served in a first-year experience program at a small, private institution in the Midwestern United States, with a model of peer mentor leadership emerging among participants' narratives.

Leadership development is a crucial component of higher education, particularly in the context of varsity athletics. This study explores the influence of the Medallion Leadership Program on student-athlete leadership development at the University of Rochester, focusing on their self-reported experiences through reflective essays. This study highlights the relevance of athletics in leadership and teamwork development and advocates for the intentional inclusion of athletics within the definition of experiential learning.

Intercultural mentoring relationships, which are increasing in higher education, require cultural competence to be effective and successful. Therefore, the current study focused on perceptions of cultural competence and intercultural mentoring effectiveness among graduate students and faculty in departments of Agricultural Leadership, Communication, Education, and Extension (ALCEE) and leadership educators in the United States. Using an online survey, 32 participants shared their perceptions of mentoring effectiveness and cultural competence. The findings from the thematic analysis revealed a perception of intercultural mentoring as aiding the development of cultural competence by providing an experiential learning platform where participants learned intercultural relationship skills (e.g., how to deal with cultural differences). In addition, lessons learned through intercultural mentoring were perceived as transferable to other intercultural relationships. Our findings inform specific recommendations for intercultural mentoring training.

Leadership identity and capacity development are crucial for first-year students as they begin their academic and professional journeys. This study examined the relationship between leadership identity and leadership capacity among first-year students at three private faith-based institutions. Findings revealed how students primarily understood leadership through hierarchical frameworks emphasizing power and control, while systemic leadership approaches-centered on collaboration and shared responsibility-were less familiar. Using the socially responsible leadership scale, leadership capacity was assessed across key dimensions, including congruence, consciousness of self, and citizenship. Analyses indicated female students scored higher in some leadership facets compared to their male counterparts, while systemic thinking scores were generally low across the sample.