New directions for student leadership最新文献

Leaders in higher education must meaningfully interpret and respond to information from a complex external environment as they plan for the future of their institutions. Importantly, this information must be explored alongside internal considerations of institutional integrity if institutions are to avoid compromising important values and social goods. This paper describes how systems leadership informed a framework for institutional innovation that guides navigation of tensions inherent in balancing external market opportunities and institutional integrity. Framing the work in this way has allowed organizational leaders to better identify impediments to innovation, develop strategies to empower innovative thinking across institutional silos for greater agility and responsiveness to emergent opportunities, and critically evaluate innovative opportunities.

This article aims to offer educational insights that could help cultivate systems thinking and adaptive leadership behavior (ALB) among college students. We conceptually connect three frames of systems thinking and levels of cognitive complexity with ALBs measured by the ALB scale. We share insights from a preliminary study of college students' self-ratings of ALB and offer learning activities designed to develop capacity for systems leadership in college-level leadership learners.

This case study describes a leadership development intervention for climate change leaders in Ghana. We conceptualize the development of systems leadership capacity through collective and adaptive leadership frameworks and discuss how principles of permaculture provide valuable insights and practices that foster both technical and adaptive approaches to sustainable climate change. Our case illustrates the intentional use of training as a scaffold toward developing a climate change leadership network. We provide a practical model for educators and practitioners working to empower local leaders to take meaningful action on climate or other sustainable development issues.

Leadership in Complex Adaptive Systems (CAS) calls upon leadership developers to reconsider assumptions about leadership learning. Leadership in CAS requires leadership developers to reconsider the relationship between leadership learning and practice. This article outlines a teaching method of leadership system mapping, relevant concepts, and specific techniques to use leadership system mapping to increase capacity for leadership in CAS. Practitioners will also get a better understanding of how Leadership Studies at the University of Tennessee, Knoxville is combining Leadership System Mapping teaching methods with a dynamic leadership assessment platform designed to give students and instructors closer to real-time data on leadership identity, efficacy, and capacity. Readers will consider actionable steps to teach leadership in small groups in civic or work-based leadership learning contexts characterized by CAS.

In an increasingly complex and interconnected world, it is critical to understand the tangled and interdependent nature of our current challenges, work collectively to envision just and equitable shared futures, and evolve leadership education to embrace and effectively address these challenges. In this article, we discuss the concepts of sustainability, systems thinking, and the Inner Development Goals within the context of leadership education and present ways of aligning the practices of each to lead change. Using cases from business and leadership development, this article offers suggestions for how we can focus on the individual and collective work needed to bring about lasting, sustainable change.

In today's complex and interconnected world, leadership demands new ways of seeing and acting that go beyond traditional models of control and prediction. This paper introduces Human Systems Dynamics (HSD) as both a framework and a toolkit for understanding and leading in complex systems by noticing patterns, fostering inquiry, and taking meaningful action. We explore how HSD builds adaptive capacity and resilience in individuals and systems, offering practical tools that can immediately help leadership educators and practitioners to act with greater clarity and confidence when facing complexity.

Addressing complex civic challenges requires systems leadership. This article outlines a conceptual framework for systems leadership and discusses several approaches to systems leadership learning with particular attention to service-learning and civic engagement. Practical strategies for educators and practitioners are provided to guide partnership development, teaching and learning, and evaluation of service-learning and civic engagement aimed at systems leadership learning.

Leadership education must develop learners' capacity to navigate complexity and foster collective action for sustainable change. This article presents educational activities conducted as part of a community-engaged project in Panajachel, Guatemala, where leadership educators, practitioners, and learners collaborated in a week-long initiative to develop a sustainable development agenda. Through three systems-informed activities-telling systems stories, participatory mapping, and co-creation planning-participants explored community assets, challenges, and priorities as necessary sources of insights for decision-making related to community development. By engaging local residents in the design, execution, and meaning-making processes of systems change, this project not only yielded valuable insights into community realities that will inform evidence-based interventions but also offered significant lessons for systems-informed leadership broadly. Large systems change requires (1) multiple rounds of learning, action, and reflection, (2) intentionally designed processes to engage many different perspectives, and (3) deep understanding of the past and present, as well as a commitment to co-creating new possibilities. This article highlights the transformative potential of leadership education as a catalyst for contextually grounded, participatory systems change.

In this article, we discuss the need for the field of leadership education (LE) to employ detailed outcomes for assessing its learning interventions, along with rigorous metrics in which to measure such outcomes. We define assessment, outcomes, and metrics, and provide numerous examples of how each can be built and improved upon across a variety of leadership programs and courses. Lastly, we provide a number of specific methodological suggestions for leadership educators to consider implementing in their programs that represent quality practices in assessing leadership learning and leader development.

International Leadership Association's General Principles for Leadership Programs is a fluid document designed to provide resources to create, redesign, and assess leadership programs. This article provides a broad introduction to the General Principles for Leadership Programs, including the history and a brief overview of the five main areas the principles use as pillars in advancing leadership programs. These areas include context, conceptual framework, content, learning, metrics, outcomes, and assessment.