New directions for student leadership最新文献

Civic leadership programming can be found across the United States and allows individuals the opportunity to gain skills focused on engaging their local community, creating space for change and impact to occur, and developing civic agency, a practice of working together across differences. This work describes civic leadership understanding, an examination of Generation Z characteristics, and provides a description of the Civic Leadership Academy at one university. The results of a 3-year longitudinal series of phenomenological focus groups identify student-derived themes that set a definition of civic leadership: catalyst of social awareness and change, bridging people and passions, and developing a culture of service. In addition, they identify barriers to service and provide strategies to challenge these barriers through curricular and co-curricular programs.

This study illuminates the leadership experiences of undergraduate business students undertaking a 1-year work placement. Semi-structured interviews and reflective journals were used to explore the students' leadership experiences before and during their placement. Through reflection on these experiences, students were able to make sense of their own leadership learning as well as develop their leadership identity. A main contribution of this study has been the formulation of a theoretical model that fully acknowledges prior lived experience, and the multi-layered and complex process of leadership identity development.

With the growing importance of identity development, it is important to see the intersections that occur with one's identity as both a leader and as bisexual. Leader identity and bisexual identity development can occur in tandem, with critical moments influencing both dually occurring identity development processes. By understanding the need that the field of leadership education has to explore the development of bisexual leaders and leadership educators, the authors discuss the need to center minoritized identities in our scholarship and practice within the field.

This article shares the foundational leadership and organizational wellness (FLOW) model, which is a leadership development model that seeks to better understand the relationship between individual leadership development and organizational development and wellness. The model is presented as a whole, followed by deep exploration by each piece of the model undergirded in existing scholarship and practical discussion throughout. Implications for practice and future research are shared to conclude the article.

Higher education brings a catalog of peaks and valleys for students, staff, and faculty. These are heightened by global crises, challenging legislation, and exclusionary practices. These kinds of adversities influence how we show up in higher education spaces and impact both our leadership and well-being. As leadership reciprocally affects, and is affected by, one's well-being, the responsibility to cultivate both within higher education continuously increases. To consistently support and uplift our students and understand the intricate challenges higher education continues to face, we introduce the well-being & leadership transformation (WBLT) model. Informed by leadership and well-being frameworks, the WBLT model integrates leadership and well-being in an intentional and holistic way. This piece establishes the elements of the model and demonstrates the WBLT model in action through various examples.

This article demonstrates how educators can create opportunities for students to learn about leadership in a variety of circumstances. Through the integrated model for contextualizing leadership learning, educators can center culturally relevant leadership while considering the environment where leadership learning is provided as well as the context in which the identity, capacity, and effectiveness of leadership educators are developed. The implications of this integrated approach emerged from 26 narratives and are explored through three themes centered on co-curricular program development and implementation, as well as personal and professional development. These themes include examining organizations' histories and structures, the developmental readiness of educators and students, and the significance of context.

Though promoting student advocacy has become an essential part of leadership education, few studies explore development of advocacy in leadership education. This article offers how distortions, an aspect of a Black feminist reframing of dissonance, is related to existing leadership education literature. It then introduces students' voices demonstrating the importance of the realization of distortions in student advocacy development and links distortions with how power communicates and upholds systemic oppression. Finally, we offer practical recommendations based on a case scenario that utilize Black feminist perspectives of dissonance in refining student advocacy leadership education. Such insight prompts more effective strategies in student advocate development.

While leader identity development (LID) and meaning making are interwoven and essential for student development, little research has explicitly explored their intersection. In this article, we briefly summarize the work of two research projects that explored the intersection of LID and meaning making, including a review of the findings that "worthiness" is a central component of the LID process among college students. Next, we propose an Input-Process-Worthiness-Outcome model for LID that highlights the centrality of worthiness, conceptualizing inputs as developmental experiences; processes as meaning making, and outcomes as personal development. Finally, we close with a review of the scholarship behind the concept of worthiness and point out future research directions that require exploration regarding worthiness in LID, particularly among college students.

Emergent-based practices of leadership development (such as intentional emergence (IE), case-in-point, or group relations) rely a great deal on stopping the action in order to publicly notice group behaviors and patterns and connect what is happening authentically to conscious actions and ideas (such as course content, readings, theories, etc.). However, when a facilitator or participant practices stopping the action and calling out these behaviors, there is a danger that they will go beyond productive tension into a level that causes casualties. This article explores the foundational need for compassion and purpose when using the common tools of heat and noticing in intentionally emergent spaces.