New directions for student leadership最新文献

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.

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.

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.

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.