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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
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
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
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
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
Classification of Student Leadership Profiles in Diverse Governance Settings: Insights from Pisa 2022
Student leadership prepares students for responsibilities, such as taking on specific tasks and assuming leadership roles in their future personal and professional lives. Developing students’ leadership profiles is among the important goals of educational systems aiming for future generations to take responsibility and advance their countries. With this perspective in mind, the PISA assessment includes items to measure students’ leadership behaviors. This study aims to extract student leadership profiles from the leadership-related items in the PISA 2022 application, using data from Cambodia, Peru, Paraguay, and Guatemala, which have different governance systems and cultural characteristics. The second purpose of the research is to determine the distribution of the identified leadership profiles in these countries and explain them in the context of governance and cultural characteristics. Latent class analysis was used to determine student leadership profiles. Accordingly, two-class and three-class latent models were found to be the most suitable models to explain student profiles. While the distinction between student profiles is more pronounced in the two-class model, the three-class model provides more detailed information about student profiles. In this respect, two-class and three-class latent models are reported comparatively. In the two-class latent model, students are labeled as the “Shy or Lack of Self-Confidence Group” and the “Active Leader or Influential Group”. In the three-class latent model, students are labeled as the “Moderate or Passive Leader Group”, the “Strong Leader or Influential Group”, and the “Avoidant or Leadership-Uncomfortable Group”. In both models, it is one of the striking findings that Cambodian students are in the low leadership profile, and Peruvian students are in the high leadership profile.
Journal Article
Black Student Leaders Practicing Resistance in the Midst of Chaos: Applying Transgenerational Activist Knowledge to Navigate a Predominantly White Institution
This study examines how 12 Black student leaders apply transgenerational knowledge to pursue social change while attending a predominantly White institution. Findings indicated participants’ used Black cultural beliefs as a source of pride concerning what it means to be Black and to create positive change on campus through engaging in activism. By applying parental and elder transgenerational knowledge participants were able to preserve and protect the communal interest of Black students. Participants engaged in face-to-face and digital modes of protest, resistance and communication by using technology to conduct activism. The emergent themes were: Preserving “My” Black; and Digital Underground. These findings provide insight into how Black student leadership identities are positively influenced by racial socialization.
Journal Article
Engaging with the views of students to promote inclusion in education
The argument developed in this paper is set within the context of an increasing global concern to promote inclusion in education. Drawing on the authors’ research over many years, it argues that an engagement with the views of students can lead to changes in understandings and practices that help to facilitate the development of more inclusive approaches in schools. At the same time, these experiences show how such processes can lead to ‘interruptions’ in the work of those in schools in ways that may challenge the status quo and sometimes lead to negative reactions. It is argued, however, that, under appropriate organisational conditions, such approaches can lead to dialogue between students and teachers that stimulates actions to promote inclusion in education. The paper concludes by outlining how such conditions can be promoted, focusing in particular on issues related to cultures and leadership.
Journal Article