Key Events in Student Leaders' Lives and Lessons Learned from Them (original) (raw)

Leadership Development in College Freshmen

2013

Effective teaching of socially responsible leaders happens through the integration of comprehensive leader development and service-learning projects that seek positive social change. Positive social change is the process of integrating “ideas, strategies, and action” to improve the “human and social condition” in “individuals, communities, organizations, institutions, culture, and societies” (Walden University, 2012, p. 9). The value of change is its ability to influence the community positively through compassion, purpose, and action. Where does this growth of change and leadership begin in higher education?

Student leadership experiences: A case study.

The focus of this article is student leadership and student leadership development in a Catholic secondary school. Central to the article are the leadership experiences and selfperceptions of elected students aged 1517 years as they participated in the school's leadership program. These insights helped the researcher discern beneficial outcomes for elected leaders, and highlight areas of concern for staff responsible for student leadership initiatives to consider. The research focused on a longitudinal case study where data were gathered through the exercise of multiple, qualitative methods, namely: one-on-one interviewing, focus group interviewing, document searches, field notes, and researcher reflective journaling. A summary of findings indicated perceived positive, challenging and negative experiences as reported by the elected student leaders. These findings contribute to the growing body of school-based leadership literature, and may inform school leaders and staff responsible for the development of student leadership potential.

College Student Leadership Development 2013 - Manyibe_Manyibe_Otiso.pdf

The number of continental African college students in U.S. colleges and universities has grown tremendously, making it imperative for their host institutions to understand their unique leadership development needs in order to serve them effectively. This qualitative study examined the pre-college leadership development of African students in U.S. colleges and universities. Four themes that describe the experiences that influenced the leadership development of the participants during their pre-college years emerged from the data: family, church, African cultures, and high school influences. The study is based on a 2006-2007 sample of African students at a mid-size, midwestern U.S. university.

Leading Undergraduates to Become Leaders: A Case Study

The Journal of Applied Christian Leadership, 2017

this study intends to unveil key principles that configure the Undergraduate Leadership Program (ULP) implemented at a private university in the State of Michigan, USa. through a qualitative method of case study, this paper depicts the model and how students have responded. Data were collected using a focus group and model characteristics. the results indicate that student-centered and active learning was associated with significant leadership gains among students. although some academic settings may have resistance to innovation, the program outcomes represent a promising program alternative for universities as well as non-academic trainers who desire to be intentional about developing leadership skills in young people.

Examining Developmental Stages of Leadership for College Students: A Validation Study of the Leadership Identity Development Model

2011

The purpose of this study was to confirm or disconfirm the leadership identity development (LID) model (Komives, Longerbeam, Owen, Mainella, & Osteen, 2006). The LID model identified six stages in the development of a leadership identity. Although used widely to inform the design of leadership development programs, it has not been validated by further research. This study used Q methodology to classify subjects with similar views of leadership into groups. The resulting groups were congruent with the stages of the LID model that are most frequently experienced during the college years.

A Content Analysis of Undergraduate Students' Perceived Reasons for Changes in Personal Leadership Behaviors

Journal of Leadership Education, 2015

Leadership educators seek to understand how they can better develop leadership among their students through formal and informal course experiences. The purpose of this study was to understand how undergraduate students perceive reasons for changes in their leadership practices, after completing a personal leadership education course. The course focused on the five exemplary practices of college students. As part of the course, students completed the Student Leadership Practices Inventory (S-LPI) as a pre and post assessment. A qualitative content analysis of 107 undergraduate student reflections from multiple sections of a leadership course was conducted to examine students' perceptions of what influenced their change in scores on the S-LPI assessment. Students perceived that the curricular, co-curricular, and extracurricular activities of the course (including the high-impact service-learning project) affected their change in score for the leadership behavior(s) they intended to focus on throughout the semester. Students whose scores did not increase for the leadership behavior they chose to focus on still experienced leadership growth and development but attributed their growth to different items: their growth was in a different leadership behavior than intended or they developed a greater

Overcoming Leadership Learning Barriers: A Naturalistic Examination for Advancing Undergraduate Leader Development

2019

The overwhelming rise of leadership learning programs and experiences within higher education merits the exploration and identification of best practices, reduction of limiting educational methodologies, and strategies for promoting efficient and effective leadership education has never been greater. This study explores the barriers inherent to leadership learning environments from the learner, environmental, and instructor perspectives. Qualitative interviews of leadership faculty members allowed for naturalistic themes to emerge. The transferable findings suggest that best teaching practices, including positive student-instructor relationships, critical reflection, adaptive leadership application within real-world settings, will have profound implications on the ever-growing field of leadership education and the development of the leadership learner.