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Design thinking in schools : a leader's guide to collaborating for improvement
\"School innovation expert John B. Nash demonstrates how design thinking can be adapted successfully by busy school leaders seeking student-centered solutions to a range of challenges\"-- Provided by publisher.
Book
Cultivating Future Student Leaders: Core Self‐Evaluation and Student Leadership Practices With the Mediating Role of Motivation to Lead
Quality leadership practices among university student leaders are imperative for ensuring proper discipline within universities and fostering the future career success of students. This study aims to explore the factors that influence leadership practices among university student leaders. Data were gathered through a multistage sampling method from student leaders across various universities in Anhui province, China, yielding a total of 637 responses for analysis. Partial least squares structural equation modelling was employed to analyse the data. The findings reveal that student leaders' core self‐evaluation is significantly associated with their leadership practices and motivation to lead. The study also supports a positive relationship between the motivation to lead and student leadership practices. The motivation to lead dimensions (affective identity‐, social‐normative‐, and non‐calculative motivation to lead) are significant mediators between core self‐evaluation and student leadership practices. The findings provided actionable insights for university authorities and policymakers in helping them understand how to effectively motivate student leaders to engage in leadership activities and thereby contribute to the enhancement of future student leadership practices.
Journal Article
Being a college student leader boosts career prospects: a panel survey in China
PurposeThe authors explored the effect of college student leader experience on students' employment prospects, such as their starting salary. The authors also examined the factors behind being a student leader and the set of skills that foster the effect of leadership experience.Design/methodology/approachUsing an empirical panel survey, the authors collected data from 3,361 undergraduate students over five consecutive years in China, which were analysed using different econometric methods.FindingsThe starting salary premium associated with student leaders' experiences was approximately 7%. Individual learning, problem-solving, and interpersonal skills were mediating variables that replaced half of the wage premium effect of the student leader. Family background and types of educational experiences were associated with being a student leader and labour market outcomes.Research limitations/implicationsThe authors only explored a few leadership-related employability skills; other relevant skills require consideration.Practical implicationsThis study informs students, parents, and higher education institutions (HEIs) by clarifying the importance of leadership development. An effective transition from higher education to the labour market should be emphasised.Social implicationsHigher education educators should provide guidance to student organisations and promote formal and informal student leadership education to all students.Originality/valueThe authors revealed some factors that promote student leadership and how they are associated with labour market outcomes in China. The authors also verified and validated the capital improvement channel for some specific leadership-related skills to explain the effect of student leader experience on employment outcomes.
Journal Article
Examining U.S. Higher Education’s Function in Fostering Social Justice Leadership Development among College Student Leaders of Color
This study examines the function of U.S. higher education in fostering social justice leadership development among college student leaders of color. Specifically, this study investigates various on-campus educational opportunities at postsecondary institutions that college student leaders of color identify as being meaningful for their social justice leadership development. Social justice leadership development refers to an individual’s growth in increasing motivation to lead, building leadership skills, and performing leadership with an orientation toward advancing justice. Using the Social Action, Leadership, and Transformation model framework (SALT) and a critical qualitative methodology, this study centers on the knowledge and experiences of 16 college student leaders of color at seven postsecondary institutions across New York City, Chicago, and Los Angeles. The findings suggest that (1) leadership education designed for students of color, (2) culturally relevant academic majors and classes, (3) designated institutional offices and programs serving diverse students, and (4) identity-based or political student organizations play a crucial role in fostering student participants’ social justice leadership development. The study results inform a need for broadening institutional curricular and extra-curricular leadership educational opportunities across various spaces on campus to foster meaningful leadership development for students of color especially.
Journal Article
Examining the continuum of Black student leadership: From community to college and beyond
This qualitative comparative case study examines the leadership involvement of 11 Black collegians and how they make sense of enacting transgenerationally informed knowledge(s) as racial socialization to navigate a predominantly White institution (PWI) campus. Findings indicated participants used elder communal instruction and parental home pedagogy to inform what it means to be leaders who enact social justice while Black. Emergent themes were: 1) Collective Definition; and 2) Self-sacrifice. Participants indicated parents and elders racially socialized them to be self-sacrificing leaders who used values, respect, and honor to preserve Black culture, people, and traditions. Racial socialization processes influenced students to become leaders who built and sustained Black college communities by being resilient. Participants acknowledged that although resiliency was important there was added value in practicing racial resistance, which allowed for exposing racially threatening oppositions and identify acts of racism that were menacing.
Journal Article
A Morphogenesis Account of Student Leaders’ Development of their Agency in their Undergraduate Residences at Stellenbosch University
This article offers an account of the development of student leaders’ agency within the institutional culture of their residences at Stellenbosch University (SU). Residences at formerly white universities such as SU are struggling to align their welcoming practices and cultures to the requirements for immersion of the diverse students who now live in them. This article focuses on student experiences of alienation in SU residences with a particular interest in how they develop adaptative responses to establish a place for themselves in them. It is based on focus group discussions with student leaders which provided insights into their perceptions of their residence cultures and how they established their agency in this environment. The analysis presented in the article is based on Archer’s theoretical approach to morphogenesis. The first data section of the article discusses the interaction between the students’ immersion in the institutional culture of their residences, on the one hand, and the acquisition of their initial identifications in response to the environmental cues of their residences, on the other. The second data section discusses the students’ active acquisition of their social identities, which allowed them to establish their aspirant pathways at the residence and the university. Overall, the article offers an account of morphogenesis at work at the institutional level of SU’s residences with a specific focus on the adaptive behaviour of student leadership in this university context.
Journal Article
Research on the Effectiveness of Leadership Training and Volunteering Social Practice of College Students Assisted by Artificial Intelligence
With the deepening of economic globalization, countries around the world have put forward new requirements for talent. College students, being a unique segment of society, must naturally adapt to these significant changes and undergo new enhancements. This paper utilizes undergraduates from a university as the research subject and develops a leadership model for college students by designing specific research variables. We use the questionnaire survey data to empirically investigate the relationship between the antecedent variables of college students’ leadership and their influence. To compare the means of the four antecedent variables, descriptive statistics were used. The levels of social participation were better than medium or above (p > 3.5), while the levels of organizational factors were lower and needed to be improved. Correlation and regression analyses verified the relationship between each dimension of the four antecedent variables and college student leadership. Some aspects of college students’ leadership are associated with the dimensions of social participation, family function, personal endowment, and organizational factors. Among them, the degree of social participation in the dimension of “participation in public affairs” will affect the development of college students’ leadership, and the correlation coefficient of the two is 0.663, which is positively correlated at the 0.01 confidence level. The mediation effect test concludes that social value mediates the influence of college students’ social participation in leadership. Finally, the research results propose a strategy for volunteering that uses artificial intelligence to help college students develop their leadership skills.
Journal Article
Insights on student leadership using social dream drawing: Six propositions for the transformation role of South African student leaders
BackgroundStudent leadership is central to the South African transformation agenda in higher education. Even so the understanding of student leadership, especially regarding its purpose and its implementation varies across contexts.AimThis article aims to present propositions for student leadership practice considering the current diverse and often fragmented understanding of student leadership. Such propositions should aid the formation of a streamlined multi-levelled and systemic co-curriculum for student leadership that equips student leaders for their significant transformation task.SettingThe study was conducted in a South African higher education institution within the associated Student Affairs department. The university where data was collected is referred to as a historically White university.MethodsSocial dream drawing was utilised to elicit data that enabled insights into student leadership. The data was analysed by pluralistically fusing discourse analysis with a psychodynamic interpretation.ResultsThe findings reveal a preoccupation in student leadership with South African historical narratives and the implications thereof for the present, and future, of the country. Additionally, student leaders indicated that there are complex psychological implications that result from their leadership experiences. Six propositions for student leadership are presented.ConclusionThe insights gained from the research study have the potential to contribute positively to higher education legislation and student development practice, particularly regarding the psychological conflicts that student leaders experience, and to the possible ways to resolve these. Because student leaders are key to the transformation agenda in South Africa, these insights can contribute directly towards their suitability in fulfilling this role.
Journal Article
Impact of a Summer Leadership Academy on High School Student Leader Development
A private university developed a week-long High School Leadership Academy for rising Sophomores. Over a period of two years, students were assessed both on their satisfaction with the program and their self-reported leader development as measured by the Student Leadership Practices Inventory®. Students displayed significant leadership growth across all practice areas, with especially significant improvement in the areas Model the Way and Inspire a Shared Vision. This paper describes the program in detail from formation to execution, presents data from student assessments, and gives recommendations for institutions looking to develop a similar program in the future.
Journal Article