New directions for student leadership最新文献

As the world faces dynamic challenges affecting societies and organizations, there has been an increasing call for the development of transformational leadership among youth. This focus is critical for preparing for the future and for inspiring hope, trust, and cooperation. Unfortunately, despite the popularity of the transformational leadership domain, the emphasis has largely been on adult leaders. Thus, this study explores 4-H Extension agents' perspectives about barriers to and support areas for fostering transformational leadership development (TLD) among youth. Interviews revealed primary barriers and strategies that influence success with youth TLD, acknowledging the adults can both inhibit and facilitate the process. The findings have important implications for multiple stakeholders, including 4-H Extension services, community organizations, and academic institutions.

Amid rising anti-DEI pressures and increasing programmatic instability in higher education, leadership programs grounded in critical and equity-centered frameworks face heightened vulnerability. This article uses critical collaborative autoethnography to explore how two faculty members navigate these uncertainties through active waiting, a strategic and reflective practice for curricular decision-making. Through dialogic engagement, we identify dimensions of active waiting to support leadership educators working within contested institutional environments.

This article describes findings from a mixed-methods study analyzing undergraduate student ePortfolios to examine how community-engaged learning supports socially responsible leadership development. Results highlight ePortfolios as an effective tool for assessing and facilitating student learning. The author advocates for integration of leadership education with community engagement efforts to foster personal transformation and social change.

Artificial intelligence (AI) is transforming higher education, yet student leadership programs have failed to engage this transformation. This article examines four imperatives for integrating AI into leadership education: AI as pedagogy, AI literacy as leadership competency, student agency in institutional AI transformation, and AI-enhanced assessment of leadership development. I argue leadership educators have opportunities and responsibilities to lead, not only react to, higher education's AI engagement. A framework spanning educator actions, programmatic redesign, institutional transformation, and field-level initiatives is offered as a response. By embracing these imperatives, leadership development can responsibly integrate AI while preparing students for future AI-driven challenges.

Higher education leadership programs increasingly seek to prepare students to navigate complex social, political, and technological environments. Yet the rapid spread of misinformation and disinformation in digital media ecosystems remains insufficiently addressed in leadership curricula. Digital media literacy should be treated as a core competency of college student leadership learning. In a digitally mediated public sphere, emerging leaders must evaluate information critically while also communicating responsibly, ethically, and effectively across networked platforms.

This article reconceptualizes leadership capital by integrating Bourdieu and Passeron's theory of social reproduction, with Yosso's community cultural wealth framework, to rethink how student leadership occurs within collegiate cocurricular environments. Traditional leadership pathways often privilege dominant cultural norms, overlooking the leadership capacities marginalized students develop through their lived experiences, community networks, and navigational strategies. By connecting historical patterns of exclusion to contemporary leadership practices, this article proposes an asset‑based model to broadens who is seen as a leader. Practical implications are offered for redesigning leadership selection, development, and assessment to create more equitable student leadership pathways.

When exploring the landscape of leadership learning in study abroad, it is critical to understand the leadership learning that takes place through short-term study abroad courses. This article will provide a definition of short-term study abroad and short-term study abroad leadership courses through an overview of relevant literature. It will further examine leadership study's connection to the development of global leadership competencies. Implications for universities, students, and leadership educators will be provided.

Exposure to dynamics and cultures that reveal and challenge students' settler-colonial mindset is essential-not only for disrupting dominant narratives but also for interrogating foundational assumptions about how concepts like power and leadership operate. To cultivate this awareness, encountering other ways of being, particularly those rooted in cultures that enact shared leadership as lived praxis, requires sustained reflection on the self, the institution, and society. This article examines the impact of a doctoral study abroad course in New Zealand that explored the concepts of decolonization and leadership through students' narratives.

This article examines the importance of studying abroad to create opportunities for leadership learning. It also gives an overview of utilizing critical perspectives as well as leadership competencies developed during study abroad programs. By implementing the leadership competencies from the domains of learning and reasoning, self-awareness and development, interpersonal interaction, communication, group dynamics, and civic responsibility, the article demonstrates the effectiveness of designing experiences using a model of international leadership developed by the author. It also discusses examples of the model in action.