Student Leadership Development

The current article examines social media applications as a tool for positive social change. The number of users on applications from Facebook to Twitter and Instagram continues to increase in all demo-graphics. These tools are being integrated into our daily activities and challenging boundaries, roles, and even possibilities globally. Currently, there exists a gap in developing competent leaders capable of leading change using social media. Education leaders and leadership education programs can adapt the values of the Social Change Model to refl ect and apply digital competencies to their practice.

This article explores the experiences of six college students learning and using feminist leadership techniques for the creation and implementation of a performance-based, peer education, sexual assault prevention program. The program was established and governed through the use of two models for feminist leadership, Visions; Building a Feminist Community and Theatre for Community, Conflict, and Dialogue. Both models emphasize a collaborative leadership style and process, which includes a strengths focus, ethic of care, and modeling responsibility to the group. Data were collected via in-depth interviews, field notes, and written evaluations focusing on the group experience. Data reveal how the creation and implementation of this program impacts students' engagement with feminist leadership practices and how this shapes them as leaders. Data also illustrate valuable implications for future practice, policy, and research development. Keywords Embodied knowledge, feminist community building, feminist leadership, peer education, qualitative research, sexual assault prevention, student leadership I have composed this article to illustrate the experiences of six college students with learning and using feminist leadership techniques in the creation and implementation of a performance-based, peer-led, sexual assault prevention program at a large state university. This illustration explores how participation in this process fosters the students' identification with feminist leadership practice and constructing embodied knowledge. I utilized a feminist leadership model as described in Visions; Building a Feminist Community (Hawxhurst and Morrow, 1984) to provide

This short article in the Global Handbook of Student Affairs focuses on student governance (student government) as a function of Student Affairs and Services. It looks at this function in terms of the purpose and roles of this SAS function and typical activities performed by SAS against the theoretical frameworks that inform it.

Despite the importance of adolescent leadership development, little research has examined how to improve such programs within a school context. The intention of this article is to explore how one Catholic secondary school developed leadership potential in young adolescents, and how such e!orts can be re"ned and improved in the future. The primary methods for collecting data included focus groups interviews, researcher "eld notes, and researcher re#ective journaling. Based upon these data, the author conceptualised the strengths and shortcomings of the program of leadership being pursued consciously or implicitly by the school, by examining the perspectives held by those students who had been elected to a position of leadership in Year Twelve. Speci"cally, the elected student leaders asserted strengths of the current program including: opportunities to participate in leadership activities, working with sta! and fellow student leaders, and learning important skills. Con...

Social media tools permeate the college student experience including for those students who hold leadership positions on campus. The purpose of this study was to document the experiences and online behaviors of 40 junior and senior
student leaders on digital communication tools. The study was conducted at two institutions in the western United States. Three research questions guided the sequential
exploratory mixed methods study connecting student leadership, the presentation of identity, and decision-making with social media use. The study involved a three phase
mixed methods analysis of focus group interviews and 2,220 social media posts.

Five major findings surfaced, including (a) social media impact starting in K-12 (b) college student leaders’ navigation of social media (c) presentation of digital identity (d) the beginning of leadership presence and possibilities and (e) significance of social media guidance in college. These findings suggest college student educators should implement holistic digital leadership education. Initiatives should begin early, prior to
student enrollment in higher education, focusing on identity expression, positivepossibilities-based perspectives, with a focus on social media’s potential impact on student groups, social communities, and social change. Findings from this study can mobilize higher education professionals, student peers, and parents to become digital educators, providing tools for students to implement in their digital practices.

This paper examines literature on the transition period into college of first year college students. Promoting development and success during a student’s entry to college, known as the transition period, is critical. Research suggests that colleges and universities must use information on incoming students, including demographics and diversity, to provide proper transition programming and to promote success. However, there is a lack of research regarding student affairs programming for students in transition. As success in college can be determined by their first semester, and even the first few weeks, creating programming to assist transitioning students is necessary to promote and enhance their cognitive and intellectual development and success. Student affairs programming should emphasize total inclusion at the institution as student success includes integration into the campus community. This can be accomplished through academic and social programming, with special attention to diversity, technology, and preparing students for the job market after college.

Beginning in the early 1990s, this article describes the influences of the California Pilipinx American hip-hop scenes on the author’s development as a youth and son of immigrants from China, Hong Kong, Vietnam and Taiwan, and as a hip-hop artist, organizer, educator, and scholar.  This essay highlights a few historical moments and lessons learned for doing youth, cultural, and educational work towards self-determination in communities of color.

Community colleges are a democratizing force in post-secondary education, different from but equal to universities. They offer an expedient route to the labour market. This suggests the need for colleges to focus on the development of their students' leadership ability and to implement strategies for evaluating the success of leadership development efforts on college campuses. Student leadership development administered as a comprehensive, integrated and complimentary program is a proactive and strategic investment in the students’ educational experience. The goal of this paper is to document some of the ways community colleges can further promote student leadership development and implement innovative approaches to increase student engagement.

This paper provides a bounding and a binding framework for the study of leadership and human effectiveness. It suggest that Attentional Leadership is notion that growing your influence/leadership is driven by where, when, and how long you place your attention. It's goal is to provide a more holistic study of leadership with a 5x5x5 model (125 intersecting spaces) from which to better understand the exercise of leadership in any Meaningful Life Arena.

Student leadership is often misconceptualized as merely a pedagogical exercise revolving around simulated political arenas with little to no immediate real political consequence. Other scholarship normalizes students as political outsiders who have to resort to dangerous, exhausting activism tactics for even minute advocacy victories due to their lack of structural representation in education decision-making. An analysis of student leadership in research and practice is presented according to an identified spectrum of low to high student power. This article argues that student leadership has great potential for real political action. The best structure for student leadership is argued to be democratic student government, as well as students having standing roles within education leadership structures. Furthermore, effective conceptions of student leadership must not only acknowledge its developmental aspects, but also account for the real politics inherent in student leadership activities. To conclude, a more political conception of student leadership and student government is advocated for so student leaders' real political activities can be recognized and studied as such in education leadership discourse to prevent student exploitation and tokenism.

Statewide science assessment scores of more than 50 K-12 schools in Florida that implemented The Leader in Me, a student leadership development process, were examined. The results show
that after three years of implementation, students scored statistically significantly higher on the state science assessment. Further examination of the multi-year data and related research reveal similarities (collaboration, problem-solving, and creative thinking) between best practices for effective science teaching and learning as articulated in the best practices for science classrooms embedded in the Next Generation Science Standards and the leadership components
embedded in The Leader in Me. These similarities may provide insight into the value of student leadership development for improving science achievement. The findings also shed light on the influence of instructional practices of teachers on creating engaging and effective learning environments.

(Purpose) This 2018 annotated bibliography reviews seven postsecondary peer cooperative learning programs that have been implemented nationally to increase student achievement. (Methodology) An extensive literature search was conducted of published journal articles, newspaper accounts, book chapters, books, ERIC documents, thesis and dissertations, online documents, and unpublished reports. Peer learning programs in this bibliography meet the following characteristics: (a) program must have been implemented at the postsecondary or tertiary level, (b) program has a clear set of systematic procedures for its implementation at an institution, (c) program evaluation studies have been conducted and are available for review, (d) program intentionally embeds learning strategy practice along with review of the academic content material, (e) program outcomes include both increased content knowledge with higher persistence rates, and (f) program has been replicated at another institution with similar positive student outcomes. (Results) From a review of the professional literature, nearly 1,500 citations emerged concerning seven programs that met the previously mentioned selection criteria: Accelerated Learning Groups (ALGs), Emerging Scholars Program (ESP), Peer Assisted Learning (PAL), Peer-Led Team Learning (PLTL), Structured Learning Assistance (SLA), Supplemental Instruction (SI), and Video-based Supplemental Instruction (VSI). Nearly one fourth of the entries in this bibliography are from authors and researchers outside of United States. (Conclusions) The professional literature of peer learning programs has grown significantly in recent years.  The literature reports not only positive outcomes for the student participants of such programs, but now includes outcomes for the student peer leaders of these academic support programs such as skill improvement with leadership, public speaking, and other employment skills along with an impact of their future vocational choices including a career in teaching at the secondary or postsecondary level. (Recommendations) Educators need to investigate these peer learning programs to discover effective learning practices that can be adapted and adopted for use in supporting higher student achievement for students of diverse backgrounds. Updated versions of this bibliography are available at http://www.arendale.org/peer-learning-bib/

This annotated bibliography does not attempt to be inclusive of this broad field of literature concerning peer collaborative learning. Instead, it is focused intentionally on a subset of the educational practice that shares a common focus with increasing student persistence towards graduation. At the end of this overview, several suggestions are made for differentiating the models from each other and the level of institutional resources and resolve with implementing them. The seven student peer learning programs included in this bibliography meet the following characteristics: (a) implemented at the postsecondary or tertiary level; (b) clear set of systematic procedures for its implementation that could be replicated by another institution; (c) program evaluation studies have been conducted and are available for review; (d) intentionally embeds learning strategy practice along with review of the academic content material; (e) outcomes include increased content knowledge, higher final course grades, higher pass rates, and higher college persistence rates; and (f) the program has been replicated at another institution with similar positive student outcomes. From a review of the professional literature, six programs emerged: (a) Accelerated Learning Groups (ALGs), (b) Emerging Scholars Program (ESP), (c) Peer Assisted Learning (PAL), (d) Peer-Led Team Learning (PLTL), (e) Structured Learning Assistance (SLA), (f) Supplemental Instruction-PASS (SI-PASS), and (g) Video-based Supplemental Instruction (VSI). As will be described in the following narrative, some of the programs share common history and seek to improve upon previous practices. Other programs were developed independently.

Exposicion sistematica de la teoria de Alvaro d'Ors sobre el concepto de auctoritas -saber socialmente reconocido- en contraposicion a potestas -poder socialmente reconocido-, y sus implicaciones en el derecho civil, procesal, canonico y constitucional.

Despite the importance of adolescent leadership development, little research has critically examined how to improve school-based leadership programs. The intention of this research was to explore how one Catholic secondary school developed leadership potential in adolescents, and how such efforts could be improved in the future. Perspectives of elected student leaders from Years 10 12 were examined using a longitudinal case study. The primary methods for collecting data included qualitative interviewing, field notes, journalling and document analysis. Based upon the collected data, the researcher inductively conceptualised strengths and shortcomings of the leadership program proffered by the student participants. According to the student leaders, key strengths of the program included having many leadership opportunities available, many elected leaders participating in the program, and working with other student leaders. The most commonly reported shortcomings encompassed certain stu...

Evidence from business and government demonstrates an increased reduction in the presence of ethical and moral leaders. In order to deal with these contemporary leadership issues, many ethical leadership theories have emerged. Authentic leadership is one example of positive leadership theory, which is adopted as a leadership framework in this dissertation. This increase in malfeasance extends beyond business and organisations, and includes university students and student leaders. Despite the similarities in complex contemporary problems, few researchers have sought to operationalise leadership theory within a cross-section of organisational and educational leadership theory. The purpose of this research is to therefore evaluate organisational leadership theory in the context of Australian undergraduate students. This research seeks to answer the following research questions: 1) Do student leaders score higher in authentic leadership and its dimensions compared with non-student leaders? 2) Do students who participate in extracurricular activities have a higher authentic leadership score? If so, which extracurricular activities are most related? 3) Do students' personal attributes affect their authentic leadership score? If so, which attributes have the greatest affect? Through a self-administered questionnaire, student leaders and students (n = 415) were surveyed on their own authentic leadership characteristics and the extracurricular activities which they currently undertake. Further, personal attributes of these students were also collected for an exploratory analysis. Literature suggests that student leaders should score higher in leadership, and that certain extracurricular activities and personal attributes would result in higher scores. After statistical analysis, this research provided evidence demonstrating a relationship between student leadership and higher authentic leadership. A similar relationship was similarly found between students who participated in particular extracurricular activities such as volunteering and society membership.

As the number of Latino males entering college increases, there is a need to understand their unique leadership experiences is study used a convergent parallel mixed methods design to understand what contexts contribute to Latino male undergraduate students’ leadership development, capacity, and experiences. Quanti­tative data were gathered by the Cooperative Institutional Research Program (CIRP) and further elucidated by one-­on-­one interviews with 24 Latino males attending four institutions in two regions. Contexts that influenced Latino males’ leadership development included fraternities, ethnic student organizations, and internships. Peer contexts were also significant. Practical implications for working with Latino male college students are offered.

Leadership elasticity enhances leadership style flexibility and mobility to enable educational leaders to maintain appropriate leadership equilibrium. The essential of leadership elasticity contributes towards organizational effectiveness by followership’s maintenance through appropriate expansion and contraction of relations and task behavioural orientation simultaneously, arrive at optimally balanced leadership equilibrium. This study aimed to explain leadership elasticity in achieving leadership equilibrium through relations and task behaviour orientating style-flex by assimilating the followership variables of task, timing, people, and trust. The study suggest both relations and task behavioural orientation is essential for a leader to bring about organizational effectiveness and social harmony. Moreover, Leadership elasticity expanding toward relations-oriented enabled less elasticity, while, expansion toward task-oriented behaviour enabled high elasticity. Leadership contextual intelligence and contextual experiences are both essential in identifying the variations in the contextual settings. This enables appropriate leadership approach of style-flex through the leadership behavioural orientations towards timing, trusting, tasking and people. The variations in the degree of elasticity can cause disturbances by frequent behavioural changes in an attempt to fit in the situation. This multi attempt behavioural changes can be the major cause of style-drift.

Keywords :Leadership Elasticity; Leadership readiness; leadership behavioural pattern; relations and Task-oriented behaviour; leadership appropriateness; leadership flexibility; leadership style-flex; leadership style-fix; Leadership style-drift; leadership multi-style flex

Do students’ experiences on university campuses cultivate motivation to lead or a sense of readiness to lead that does not necessarily translate to active leadership? To address this question, a study was conducted with 369 undergraduates from Malaysia. Campus experience was more predictive of leadership readiness than motivation. Student leadership opportunities, global leadership perspective development, leadership modeling, quality of staff support, and quality of leadership training programs contributed significantly more to leadership readiness than to motivation to lead.

What roles are you preparing your students for throughout their lives? Consumer? Recipient? Or Creator and Leader? Does leadership only belong to special students?

With those provocative questions, world-renowned student voice expert Adam Fletcher unveils a powerful classroom program designed to teach students how to change schools. In eight modules totaling 200 hours of classroom instruction, Fletcher provides 24 detailed, practical lesson plans designed in actual classes with real students. Beginning with teaching students about schools and student voice, the curriculum then "pulls back the curtain" on education by showing students how to research schools, plan learning, teach classes, evaluate themselves and their teachers, make systemic decisions, and advocate for school improvement.

Engaging, hands-on activities are punctuated with fun worksheets, and with a comprehensive teacher's guide, there are no questions left unanswered. There are also planning guides, assessment tools, and more included. The answers to these questions and many more make the SoundOut Student Voice Curriculum the ideal program for engaging students as partners to transform our schools into what they must become: learning organizations that match the times in which we live.

Leadership is an essential aspect that people and communities worldwide depend on to make important decisions. The core function of leaders is to aid and support their followers to accomplish a common goal. The International Islamic University of Malaysia (IIUM) has been voting student leaders since its inception. These student leaders help in the administration of student affairs in several aspects. This study aims to examine the attributes of IIUM student leaders towards voting. Specifically, it aims to determine the relationships of qualities, characteristics, important ideal qualities of student leaders, and Islamic principles of leaders with voting in IIUM. The study utilizes the great man's theory of leadership to explain the relationships between the variables. The quantitative research design and survey method with a questionnaire as the tool for data collection were used in this research. A total of 327 IIUM students participated in this study. The findings of the study reveal that students look at their leaders in a positive and motivating way. They view the leaders as consistently performing an excellent leadership job and have good values through different characteristics, with important qualities and Islamic leadership principles. Additionally, students tend to consider both inbuilt and external attributes while voting for their leaders to be in power. The findings also show the presence of significant relationships among the variables of the study. The great man's theory is also supported in this study.

Relational practice is the currency of student affairs. While student affairs practitioners are educators and teach everything from conflict resolution to resume writing, the essence of student affairs work is far more than practical content and that its real power resides in meaningful interactions and longer-term developmental relationships. More than ever, students access information 24/7 online and yet they still choose to connect with student affairs practitioners. I believe this desire for connection indicates that students get more from these interactions and relationships than information. Something vital happens in this relational space and Relational Cultural Theory (RCT) helps us understand this phenomenon.

Student engagement at university is significantly influenced by sense of belonging. In 2013, our university developed a novel extra-curricular program designed to foster a sense of belonging in students who commute to university-the Monash Non-Residential Colleges (NRC) program. This study examines whether participation in the Monash NRC program changed students' perceptions about their university experience and their sense of belonging to the university community. We show that our NRC program appears to be effective in fostering a more positive university experience for students when compared with non-NRC students. Additionally, we demonstrate that our NRC program influenced students' sense of belonging through increased interaction with peers and staff as well as greater reported attendance on campus.

Research has shown the value in both Student Affairs and Academic Affairs approaches to student leadership education and development, yet many curricular and co-curricular programs continue to operate independently. Institutions that offer both curricular and co-curricular leadership programs are uniquely positioned to leverage the expertise from each university division for the shared goal of providing students with active, experiential learning opportunities in leadership. In this application paper, partnerships that crossed institutional boundaries between Student Affairs, Enrollment Management, and an Academic Affairs organizational leadership undergraduate Bachelor of Arts degree program are discussed. By bridging these institutional divisions, shared expertise was leveraged, student learning outcomes were enriched, and program exposure was increased through experiential learning and relational leadership.

Private sector employers in the UAE complain that the majority of fresh Emirati graduates are eager to take on leadership roles but hesitant in accepting followership roles and positions. This research presentation highlights the practical importance of followership roles in the formative stage of professional career and how it further leads to successful leadership positions.

Too often student services has become a provider of discrete assistance in which one-way information transactions take place between the staff/student paraprofessionals providers and the students receiving the services. Students attend academic advising appointments, listen during tutorial or small groups study meetings, and read computer screens of information during career exploration sessions. Transactions seldom lead to transformations of engagement, identity, and deep learning for the students who provide or receive the service. Student leaders involved in student services, Students as Partners partnerships, student organizations, and athletics experience unanticipated personal and professional growth. Case studies from Australia, Belgium, Indonesia, New Zealand, the United Kingdom, and the United States display global connections among common themes of co-curricular learning events from such rich environments. This chapter provides a conceptual model for an ecosystem of leader identity emergence that can be effective in a variety of student activity venues and recommendations to be more intentional in fostering growth.

Truman State University is a small (5700 students), public, highly selective, state-designated liberal arts and sciences university located in Kirksville, Missouri (population 17,300). As the public liberal arts and sciences university for the state of Missouri, one part of its mission is to cultivate in students the “willingness and ability to exercise personal and intellectual leadership in his or her chosen field of endeavor ” (Truman State University Mission Statement). The Truman Leadership Scholars Program is designed to attract high ability students with leadership experience to the university through a “full-ride ” scholarship with the opportunity to participate in a four-year leadership development program that incorporates curricular and co-curricular components. Participating students receive minimal credit for two required classes, volunteer for a minimum of fifty hours in the community under the direction of a community mentor, and develop and complete a personal develo...

The purpose of this study is to evaluate the impact of the application of University Community Engagement (UCE) on the development of 3D students of Universiti Tun Hussein Onn Malaysia. A total of 10 students from various fields of study who are in the background of engineering flow have joined UCE. This review is more emphasis on the consistency of the elements contained in the UCE curriculum with the holistic development of students from the cognitive, affective and psychomotor perspectives. The impact of this UCE implementation can also be expressed in students. UCE is a program that emphasizes the concept of development and empowerment to produce future generations as true leaders. The program that has been collaborating with UGM has given the students the opportunity to directly participate in the project implementation on selected communities. Because of the observations found, based on the activities performed by the students have gone through each level for each specified domain. This has a positive impact on student development. Hence the concept of UCE can be used as a foundation in the development of the 3D Student Development Model concept framework.

Unmandated Reflections on Student Leadership from #NMMUFeesMustFall "Over the last decade, 'youth' has become increasingly central to policy development, media and public debates and conflicts across the world – whether as an ideological symbol, social category or political actor. " The students of Nelson Mandela Metropolitan University (NMMU) joined in solidarity with the student protests that are taking place in South Africa. Wits Students had been on strike for a no fee increment (0%) for a week when NMMU student leaders sat down to craft their way forward about their act of solidarity. At this stage, the University of Cape Town and Stellenbosch had already joined in and by the 7th day of the protests, seven institutions had been reported to have joined in to show solidarity with their peers across the country. The organisations that eventually got NMMU students to join the march were SASCO (South African Students' Congress), DASO (Democratic Alliance Student Organisation), Economic Freedom Fighters Student Command (EFFSC) and Black Students Stokfel (BSS). NMMU student chapters of organisations such as AIESEC, Black Lawyers Association Student Chapter (BLAsc) and United Nations Association of South Africa (UNASA) were also represented at various times of the protests. The NMMU Student Representative Council (SRC) was part of the protest even though at times it was heard that they were having 'unmandated' talks with the management at crucial times of the march. This reflection is not to focus on what one organization did and what the other did not do but it is to pull out lessons that were learnt during the #NMMUFeesMustFall protest.