New directions for student leadership最新文献

This article examines how AI technologies are being intentionally and thoughtfully integrated into nonprofit leadership and management undergraduate and graduate programs at a southwestern university. Drawing from curriculum design and instructional practices in the Nonprofit Leadership and Management Department at Arizona State University, we highlight the design and implementation of pedagogical strategies balancing technical skill-building with critical engagement around AI's ethical and intercultural implications. We also explore how AI tools and their current use by nonprofits are introduced in coursework and how current and future nonprofit leaders are encouraged to critically examine algorithmic bias, underlying power structures, and the broader social implications of AI within the nonprofit sector and beyond.

Artificial intelligence is already transforming contemporary education. Besides revolutionizing how students learn and educators teach it is also challenging the frameworks of knowledge and power that underpin leadership. Unfortunately, and because of an imposed discourse of urgency spread from big AI corporations and economic and political interests, AI has been rapidly integrated into educational settings without a profound and critical evaluation of its assumptions and consequences. This is the main reason why leadership educators need to move beyond understanding AI's technical capacity to a deeper engagement with its impact on the meaning, practice and power of leadership.

The arrival of generative artificial intelligence in learning environments has created an urgent question for leadership educators: what remains distinctly ours to think in the act of learning to lead? This article proposes a third orientation beyond the familiar poles of embrace and resistance, centering the reciprocal holding environment as the condition under which genuine formation can occur. Drawing on developmental theory, transformative learning, and epistemic justice frameworks, it examines what is lost cognitively, neurologically, and ethically when AI thinks first, and offers a conceptual framework, pedagogical pathways, and strategies for reclaiming critical thinking and human authorship in the AI-augmented classroom.

Thriving is an important part of leadership learning which addresses both affectivity and energetic evolution. This article explores various pedagogical strategies of the 10 aspects of thriving that are consistently taught in leadership. Using the leadership learning framework, pedagogies are offered that align with various ways of learning, including leadership knowledge acquisition, development, training, observation, engagement, and metacognition.

Leadership education in professional graduate programs often prioritizes technical competency over relational and collaborative leadership capacity. This practice article describes the integration of collaborative leadership learning groups (CLLGs) into a graduate veterinary course on shelter operations consultation at Kansas State University. Drawing on leadership-as-practice development (LAPD) frameworks, this article details how the consultation team's own interactions become the "case" for leadership learning. We situate CLLGs within the broader landscape of practice-based leadership pedagogies by briefly comparing this approach to the ontological-phenomenological-phronetic-transformative (OPPT-in) method. Practical implications for leadership educators seeking to embed LAPD into professional graduate curricula are discussed.

The proliferation of leadership courses offered by UK business schools reflects a growing emphasis on leadership development, potentially driven by an increased demand for leaders in the labor market alongside a desire to prepare students for future leadership roles. This study explored how pre- and early-career experiences affect undergraduate business students' leadership identity development over time. Results showed that their development was strongly influenced by observed role models as well as enacted roles and responsibilities within specific contexts. Implications for both theory and practice are discussed.

Leader identity development (LID) and meaning making are essential and interconnected developmental processes. The current study explored LID and meaning making from childhood to emerging adulthood among college students (N = 26). Utilizing two open-ended interviews and a narrative storytelling approach, we explored participants' LID high, low, and turning points. A process of LID emerged in which leadership development experiences resulted in personal development outcomes following meaning-making opportunities and a sense of personal worthiness.

Thriving is both a process and outcome of leadership learning, enabling individuals to contribute meaningfully to their communities. This article aligns ten aspects of thriving and leadership with the five areas of leadership program design outlined in the General Principles for Leadership Programs, which strengthens the unseen architecture of leadership programs. The article argues that thriving is an embedded component of leadership learning and offers implications for designing programs to advance both leadership capacity and holistic well-being.

This article examines the association between perceived social sisterhood and alcohol consumption, binge drinking, hazing tolerance, and hazing rationale among sorority members at a large public university in the Southeast. It provides implications for leadership educators and organizational advisors, focusing on the essential nature of leadership education as a tool for prevention education. The study used a repeated cross-sectional design across four academic years (2021-2024), pooled ordinary least squares regression models with chapter fixed effects were estimated for a sample of 11,832 sorority members across 25 chapters. Findings support the theoretical argument that shared social sisterhood functions as a double-edge sword; a sisterhood that fosters connection and community while increasing behavioral risk.