New directions for student leadership最新文献

The principles of equity and justice do not often receive the attention they deserve in leadership practice. In order to ensure a shared prosperous future for all, leadership education must place the ethical values of equity and justice at the center of leadership processes and practices. The Sustainable Development Goal (SDG) framework includes principles of equity and justice and is a useful pedagogical tool for student leadership education. Australian Aboriginal and Torres Straits Islander women leadership practice is exemplified in this article to demonstrate ethical leadership, in alignment with the SDGs.

How leadership is taught and applied must take into account the complexities of socio-ecological systems, the opportunities found in diverse viewpoints, the ability to parse conflict and power differences, and the ability to resource expert knowledge for more sustainable futures. We discuss and chart resources linked to leadership concepts critical to constructively harness business engagement with the Sustainable Development Goals (SDGs), identifying eight that are primary to active learning and application: systems resilience, strength through interdependence, scaling adaption, innovation for transformation, context and collectiveness, diversity of learning, negotiating power, and elevating the normative nature of the Global Goals.

With the world growing in complexity and interconnectedness, the demand for leaders equipped to solve compound problems will only increase. Higher education is called upon to develop leadership in students and needs to engage relevant tools and techniques to prepare students for the tasks ahead. Democratic engagement-from voter education and engagement to critical service learning-and leadership development are powerful vehicles for student development. The United Nations Sustainable Development Goals are effective and compelling tools to support student learning in academic and cocurricular arenas as part of democratic engagement and leadership education and development. The authors will explore some of the implications and considerations in advancing these initiatives and using these means to advance our local and global communities.

For the sake of promoting peaceful and inclusive societies and building accountable and inclusive institutions, what can peace leadership educators do in the Here and Now to implement equitable quality education and promote lifelong learning opportunities? This question is raised within the context of the discovery of hundreds of unmarked graves of Indigenous children on the grounds of several former Indian Residential Schools across Canada. Emerging from the responses to the question raised, the authors offer a peace education model that includes four distinct yet interconnected aspects for college student leadership educators (i) be principle-centered; (ii) be courageous in challenging questions asked, (iii) be purposeful by enabling safe spaces where learners' stories can be told and heard, and (iv) be imaginative by choosing hope rather than despair.

The United States faces several ongoing public health issues including the opioid epidemic. This article describes a new model aimed at providing a framework that incorporates the United Nations (UN) Sustainable Development Goals (SDGs) to develop pharmacy student leaders through education, experiences, and development of critical skills. This holistic approach can serve as an example methodology to equip future leaders across public health domains to tackle many of the critical problems we face today.

Sustainability leadership has the transformative potential of helping to center an array of skills and mindsets needed for leaders and leaderful organizations and collectives to successfully address the many interrelated and connected challenges of the 21st century. This article makes the case that the United Nations Sustainable Development Goals (SDGs) are a useful framework for integrating sustainability into leadership education and development broadly and can advance these needed skill sets and learning orientations. Leadership educators should consider centering this in their work in order to effectively prepare learners for the challenges of today and tomorrow.

In this article, we outline the work of using the Sustainable Development Goals (SDGs) in graduate leadership education for sustainability (GLES). We identify how the SDGs can serve as an effective operationalization of the concept of sustainability, propose a framework of GLES, provide specific examples of the use of the SDGs in graduate education, and share recommendations for fostering GLES.

This paper highlights how immersive educational experiences can help students understand the United Nations' Sustainable Development Goals (SDGs) and their relation to leadership. The paper provides an example of how a carefully designed faculty-led program using original research can cultivate cross-cultural competencies and build student knowledge and skills to support sustainability. Educators can use this paper as a guide to other immersive experiences to address the SDGs while developing student leadership capacity.