New directions for student leadership最新文献

This article explores how the leadership learning framework can scaffold leadership development training toward meaningful, observable change. This change occurs when students have opportunities to take their existing leadership knowledge and combine it with new information to increase their leadership metacognition both conceptually and in practice. To bring these concepts to reality, we provide examples of the philosophies and priorities influencing LeaderShape's curriculum design. Examining core curricular themes of identity development, technology, and process-based learning, the authors share the rationale for implementation. They also provide suggestions for leadership operationalization based on LeaderShape's most utilized training programs, all grounded in critical elements of the LLF.

This article presents a narrative inquiry study on the role of others in college women's leadership efficacy development. It begins by presenting the significance of the study and existing literature on college women's leadership development, including scholarship around the role of others in leadership development. The methodology is presented, followed by an in-depth exploration of the findings around the role of specific family members, peers, and teachers in college women's leadership efficacy development. The article concludes with implications for practice.

In this reflective article, we offer innovative approaches to creating opportunities for leadership learning through questioning the intentions versus impacts of leading short-term study abroad courses. We consider the critical relevance of approaching a course like this from a learning disposition-recognizing our roles as learners, as well as facilitators of learning. We note the impacts of hegemony and identity, the effort and skills of dialoguing across difference, the complexities of constructive ambiguity, and the necessity to be adaptable as we navigate liminal spaces, concepts, and efforts for peace leadership. In the end, although this was a brief, 10-day experience, we came to realize our entire outlook on facilitating leadership learning shifted to recognize and grapple with these complexities.

In the face of calls for the standardization and professionalization of leadership education, a sub-field in higher education, it is important to understand who leadership educators are and how they come to understand themselves as belonging to this sub-field. Recent critiques have arisen about the overwhelming whiteness that permeates the knowledge accepted within leadership education. To be cognizant of that critical perspective, this article applies the critical whiteness studies framework to analyze existing literature about leadership educator identity and socialization. It concludes with recommendations for the field of education to implement in order to combat the impact of whiteness on the field of leadership education.

Student employment is a common co-curricular activity among undergraduate students. Previous studies have primarily focused on the impact of employment on academic outcomes and post-graduation labor market success. Although there is an assumption that on-campus student employment influences leadership learning, there is a lack of research directly exploring this topic. Therefore, this study explores how on-campus student employment influences leadership capacity development in undergraduate students who worked in a department in Student Affairs. Findings suggest that on-campus student employment influenced leadership capacity development in undergraduate students.

This study highlights opportunities for developing programs and initiatives to assist Black men in understanding leadership and seeing themselves as leaders, and for decreasing low college retention and persistence rates. The themes from this qualitative narrative inquiry highlight leader identity, capacity, and efficacy for undergraduate Black men. Narrative inquiry was appropriate for this study because the researchers sought to better understand how Black undergraduate male student leaders make meaning of their experience in higher education related to their comprehension of leadership and identity as leaders.

This article offers key considerations regarding how leadership educators can alter their relations with institutions and campus community members (e.g., students, faculty, staff) to align with and advance liberatory struggles. The article also explores the drawbacks and contradictions of institutionalizing liberation within leadership learning and education spaces in colleges and universities. The author underscores the significance and immediacy of establishing spaces and advancing discourse outside the contours of institutional higher education where individuals, in collaboration and solidarity, can rehearse, plan, organize, and study the path toward collective liberation and the creation of an otherwise world that has yet to exist.

Since South Africa's first democratic election in 1994, the student leadership profile has changed dramatically at historically white universities (HWUs). Given the postapartheid South African context where this study was conducted, and how participants navigate multiple role identities within a multicultural setting, the article elucidates student leaders' self-reflection on their role identity and draws on identity theory from the discipline of social psychology as its theoretical framework, while referencing the roles model from leadership studies.

Peer leaders have shown a significant impact in the support they offer their peers. Due to this, many institutions have increased the initiatives that peer leader are utilized in to strengthen student experience and development. However, even though social justice has grown as a priority in higher education, many peer leaders do not experience any type of social justice training throughout their development. In this qualitative study, peer leaders of all types were interviewed to explore how they currently serve as socially just leaders and what support they are looking for from their institution to help them feel prepared as socially just leaders. This research is explored through the culturally relevant leadership learning model as we look at the support that peer leaders offer their institution, the impact peer leaders can have as socially just leaders, and the support that can be provided by institutions for socially just peer leader development.