Leadership for Change: Developing transformational student leaders through global learning spaces (original) (raw)
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Theoretical perspectives on student leadership development through global learning initiatives
2021
Peer review declaration The publisher (AOSIS) endorses the South African 'National Scholarly Book Publishers Forum Best Practice for Peer Review of Scholarly Books.' The manuscript was subjected to rigorous two-step peer review prior to publication, with the identities of the reviewers not revealed to the author(s). The reviewers were independent of the publisher and/or authors in question. The reviewers commented positively on the scholarly merits of the manuscript and recommended that the manuscript be published. Where the reviewers recommended revision and/or improvements to the manuscript, the authors responded adequately to such recommendations. Research Justification This edited volume reveals how the journey of transformation at the University of the Free State (UFS) became interwoven with student leadership development and global learning. The UFS initiated two intersecting co-curricular programmes, namely: the First-Year Leadership for Change (F1L4C) programme in 2010; and the triennial Global Leadership Summit (GLS) in 2012. Although these programmes changed over time, their core focus remained the development of transformational student leaders through the creation of global learning spaces. From its inception in 2010 to the last GLS in 2018, the UFS global learning project involved 780 students and 259 staff members from 109 institutions, across four continents.
Leadership for Change: Developing transformational student leaders through global learning spaces, 2021
Peer review declaration The publisher (AOSIS) endorses the South African 'National Scholarly Book Publishers Forum Best Practice for Peer Review of Scholarly Books.' The manuscript was subjected to rigorous two-step peer review prior to publication, with the identities of the reviewers not revealed to the author(s). The reviewers were independent of the publisher and/or authors in question. The reviewers commented positively on the scholarly merits of the manuscript and recommended that the manuscript be published. Where the reviewers recommended revision and/or improvements to the manuscript, the authors responded adequately to such recommendations. Research Justification This edited volume reveals how the journey of transformation at the University of the Free State (UFS) became interwoven with student leadership development and global learning. The UFS initiated two intersecting co-curricular programmes, namely: the First-Year Leadership for Change (F1L4C) programme in 2010; and the triennial Global Leadership Summit (GLS) in 2012. Although these programmes changed over time, their core focus remained the development of transformational student leaders through the creation of global learning spaces. From its inception in 2010 to the last GLS in 2018, the UFS global learning project involved 780 students and 259 staff members from 109 institutions, across four continents.
Transformation in Higher Education
Background: Student 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. Aim: This 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. Setting: The 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. Methods: Social 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. Results: The 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. Conclusion: The 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. Keywords identity; diversity; higher education; social dream drawing; student leadership support
A formative evaluation of the University of Cape Town's emerging student leaders programme
2010
Based on feedback obtained from interviews conducted by the programme staff within UCT's Department of Students Affairs, it was found that student leaders lacked knowledge on leadership theories; they failed to display leadership skills within leadership structures; and did not poses good reputation and ethics management skills. September, J. (personal communication, March 12, 2010) mentioned that programme staff also found from experience that student leaders did not understand their role as leaders. For this reason, the Programme Manager and Director of UCT's Department of Student Affairs, conducted research into what initiatives and programmes other universities had implemented to prepare emerging student leaders for future leadership roles. By the end of the process, an informal needs analysis had been conducted and the ESLP was designed (September, J. personal communication, March 12, 2010).
Education for Transformative Leadership in Southern Africa
Journal of Transformative Education, 2003
This article argues that education for transformative leadership in a southern African context needs to nurture an understanding of the relationship between spirituality and charisma. This argument is based on a review of some literature pertaining to transformative learning, transformative leadership and African value systems. The article explores the relationship between transformative leadership and transformative learning and education theories, and relates them to a specific southern African context. It proposes three arguments. First, transformative education may facilitate the transformative leadership development process. Second, transformative education and transformative leadership, although offering features that are sympathetic to African indigenous values, must also take account of particular African contexts. The article does not claim to be reporting from empirical research on this issue but, to support its position, draws on recent literature from on ongoing southern Africa leadership development project and some early empirical data from a small, related study in one southern African country. Third, the article suggests that a key difference between transformative learning and transformative leadership perspectives is the transformative leadership focus on charismatic qualities that inspire motivation to change. However, a defining conceptual thread of spirituality runs through the transformative learning and leadership literature that resonates with southern African concept core value systems. It is this thread that provides the overall conceptual link between the different strands of thought. 1 "We shall build a society in which all South Africans … will be able to walk tall without any fear in their hearts … a rainbow nation at peace with itself and the world" (Nelson Mandela) … … Mandela … does not drink or smoke and never swears. At the state residences he occupies, in Cape Town and Pretoria, his housekeepers are well versed in his liking for neatness and order. As president, he has continued to make his own bed.
Leadership and transformation in a South African university
Politicized South African higher education institutions (HEIs) have influenced leaders to be indecisive, error free, fearful of taking risks, marginalizing resisters, emotional and failing to recognize their personal weaknesses while working well with leaders beyond the university. This study interrogates leaders' capabilities that have the potential to drive transformation at the Durban University of Technology (DUT) in the post-merger and incorporation era. The researcher undertook this study to highlight the prevalence of leadership incapability in the post-merger and incorporation era at DUT which has mainly been caused by leaders failing to take transformative decisions. This study employed a quantitative approach guided by a structured survey questionnaire to a target population of 191 with a response rate of 70%. The questionnaires were analyzed using SPSS generating the reliability coefficient alpha of 0.947 indicating a high degree of acceptance and consistency of the results. The study findings revealed the highest percentage of the research participants who held opposite views regarding the statement that leaders learn from their mistakes (32%) and that they understand their personal weaknesses (27%), with the highest percentage being undecided (46%). Another major highlight of the study was the highest percentage of the respondents who had a view that leaders work well with other leaders beyond the university (55%) as compared to internal stakeholders (49%). Researchers mention leadership capabilities as only being applicable to higher education institutions in general. This study provides information on leaders' incapability, post-merger and incorporation, which could be of benefit to the university change management specialists in the design of relevant and specific interventions of change with the aim of filling the gaps or preventing bottlenecks identified by the findings. This study will contribute to the body of knowledge in developing countries as there is a dearth of published studies investigating leadership capabilities mishaps in the post-merger and incorporation era at the Universities of Technology.
From Protest to Challenge: Leadership and Higher Education Change in South Africa
Tertiary Education and Management, 2003
The paper explores theemerging, and different, approaches toleadership in higher education, especially howthese approaches have shaped organisationalchange strategies at South African highereducation institutions. These issues areexamined within the context of the changes thatfollowed the promulgation of the new highereducation policy framework, as well as theemerging challenges of globalisation. Thefocus of the analysis is on the changing roleof leadership in higher education, with aspecific emphasis on the role ofVice-Chancellors in institutionaltransformation.
This article focuses on student leadership and transformation because of the belief that a) students have a tremendous influence on the academic leadership of an institution, and b) students themselves form part of this academic leadership – whether they are formally recognized for it or not – and can transform it in significant ways. The article briefly describes the history of the current Life-skills module since the inception of the Alternative Access Foundation Programme (AAFP) in 2002, as well as the learning and teaching philosophy behind it. It focuses on the interventions on offer through this module, for example Dependable Strengths Articulation, the Seven Habits of Highly Effective People, curriculum co-construction, and Cognitive Apprenticeship, describing what occurs through these in terms of content, student learning, leadership and transformation. The article then evaluates the module based on the analysis of student responses to questionnaires, and maps out possible future scenarios in terms of the module offering and evaluation.
Reflections of South African Student Leaders: 1994 to 2017
Reflections of South African Student Leaders 1994-2017 brings together the reflections of twelve former SRC leaders from across the landscape of South African universities. Reviews of the previous volume, 1981-2014 suggested that it contributed significantly to a better understanding of the stringent demands of visionary and transformative leadership required by university leaders in the fastchanging and increasingly complex public higher education sector. This volume is based on comprehensive interviews with former student leaders, each of whom provided a personal account in their own words of their experience in the position of student leadership. The interviewees are from different backgrounds and of diverse political persuasions. The book is important for current and future leaders of higher education institutions as it provides insights into the thinking, aspirations, desires, fears and modus operandi of student leaders. Such insight can contribute to developing and implementin...