New directions for student leadership最新文献

The organizational change framework is a tool for understanding and facilitating organizational change and success, grounded in the principles of design thinking and the foundational leadership and organizational wellness (FLOW) model. This article dives into the components of the organizational change framework-collect the information, connect the dots, create the structure, execute the plan, evaluate the structure, and enhance the community-and explores its connections to the FLOW model, emphasizing its application in creating organizational change and success. While other leadership change frameworks are effective, the organizational change framework combines a human-centered design and growth mindset in an iterative change process to enhance organizational success.

This article explores leader identity development in men and women, examining how individuals make sense of their leadership experiences. The research question guiding this work, "Do men and women describe their defining moments (catalyst events) of leadership differently?" An analysis of multiple survey responses (n = 537) revealed similarities in leader identity development, with both sexes identifying situations and events as catalysts for leadership emergence. However, men were more likely to express responsibility, and women were more likely to consider the broader context of a situation. The findings suggest leadership development programs can utilize these defining moments of leadership to support leader identity development.

Leadership educators have a responsibility for preparing students for a global era through an understanding of the global dimensions of leadership. For students to truly understand global dimensions of leadership, an intentional internationalization of leadership curriculum is required. This article will demonstrate the need for internationalizing leadership curriculum, in addition to providing an example of how one university has accomplished this through its Leadership for Global Citizenship Course. Practical implications for leadership educators will be provided based on the data presented and the authors' experiences.

We examine the experiences of student leaders working with student affairs educators (SAEs). Framed by social exchange, we identified three themes highlighting how, from the perspectives of student leaders, (in)actions contribute to complicating the working relationship between student leaders and SAEs: (a) deprioritizing and devaluing student leaders' work, (b) enforcing the status quo, and (c) performative acts of advocacy. Implications focus on how to establish, build, and sustain mutually beneficial relationships between student leaders and SAEs.

The perception of a graduate leadership education program's value by those enrolled is a critical factor in the continued success of the program. This article explores student experiences within an online cohort-based master's-level leadership program. The researchers sought to understand how students rhetorically codified or expressed their learning experiences and how those assessing and revising curriculum could use student voice, framing, and reporting of their experiences to strengthen the program. The findings of this article support specific actions master's-level leadership programs can utilize to develop personal efficacy, practical application opportunities, immediacy behaviors, and ultimately increased student agency.

This article presents the Leadership Tree Model, a metaphorical and conceptual framework for transformative leadership development in higher education. Rooted in critical pedagogy and social justice, the model encourages educators to create inclusive, reflective, and action-oriented learning environments. It positions leadership as a relational and ethical process that challenges systemic inequities and centers marginalized voices. The article outlines applications for curricular and co-curricular programming and highlights the model's relevance across diverse institutional contexts. Ultimately, the Leadership Tree Model aims to support students in becoming transformative leaders committed to equity, inclusion, and collective well-being.

Popular culture exists as an expression of cultural history. It speaks to who we are, what we aspire toward, and where our generation stands in relation to the major issues of the day. This article is a conversation about the myriad perspectives offered in this issue of New Directions for Student Leadership, exploring the contributions each makes to the study of leadership and leadership development, engages with popular culture as an important tool in leadership education and development, and explores some of the limitations that have risen with using popular culture, regardless of the form used. Furthermore, the conversation will explore how a leadership pedagogy, rooted in popular culture, has the potential to serve as a transgressional space, creating a place where the voices of the marginalized and minoritized might be heard and better understood.

This article links the connection between music and leadership, exploring ways to connect musical icons to teaching leadership theory and concepts. The authors utilize the relationship leadership model (RLM) and the leadership identity development (LID) model through case studies of Beyoncé Knowles-Carter and Taylor Swift. We provide questions to deepen the facilitator and learners' understanding of these pedagogical approaches. Recommendations and implications follow to ensure educators and practitioners are thinking through the many other approaches to help leadership learners develop through examples of music.

This article analyzes how TikTok can be situated as a space for learning and analyzing critical leadership skills in the classroom and beyond. While the platform has earned criticism from a variety of angles (including fears over media effects and the pervasiveness of the algorithm), I argue the popularity of the app positions it as one of the most prominent bastions of "popular culture" in the digital age. This, combined with the richness of content, creates a unique opportunity for exploring leadership skills and preparing emerging leaders.