Higher Education and Student Affairs: Applying Expertise in Student Leadership Development and the Collegiate Context

2020 ◽  
Vol 2020 (165) ◽  
pp. 99-112
Author(s):  
Amy C. Barnes
Keyword(s):  
Higher Education ◽  
Leadership Development ◽  
Student Affairs ◽  
Student Leadership ◽  
Student Leadership Development

scholarly journals Challenges Faced by Student Affairs Practitioners in Embedding Indigenous Knowledge into Student Leadership Development Pedagogy. A Case for Zimbabwe

2021 ◽  
Vol 9 (3) ◽  
pp. 01-12
Author(s):  
Crispen Mazodze ◽  
Jacob Mapara ◽  
Maria Tsvere
Keyword(s):  
Science Education ◽  
Leadership Development ◽  
Student Affairs ◽  
Indigenous Knowledge ◽  
Student Development ◽  
Student Leadership ◽  
Historical Background ◽  
Student Affairs Practitioners ◽  
Student Leadership Development ◽  
Indigenous Epistemologies

The drive to mainstream indigenous knowledge into student leadership development in Zimbabwean higher education has recently gained currency. Student leadership development has a Eurocentric historical background and it has continued on this paradigm in the post-independence era. Framed on decolonial theoretical framework this study interrogates the challenges that are faced by student affairs practitioners in their efforts to include indigenous epistemologies into student leadership development programmes. The research was designed as a case study that employed qualitative methods of data collection and analysis focussing on student development practice at three state universities in Zimbabwe namely Bindura University of Science Education, Chinhoyi University of Science Education and Great Zimbabwe University. Data were collected through in-depth interviews with student Affairs practitioners and analysed through NVivo qualitative data analysis software. Research findings indicate that student affairs practitioners face a myriad of problems which hinder the mainstreaming of the knowledge of the local indigenous people into leadership development. These problems include lack of training to empower them with skills to include indigenous epistemologies into student leadership training, lack of funding and policy guidelines. Theorising on this complexity the research recommends the designing of leadership programmes that imbue indigenous epistemologies of the local people in student development such as hunhu/ubuntu values.

scholarly journals Experiences of Student Affairs Professionals in Facilitating Co-Curricular Leadership Development Programmes in South African Universities

2021 ◽  
Vol 8 (3) ◽  
pp. 24-45
Author(s):  
Gugulethu Xaba
Keyword(s):  
Leadership Development ◽  
Student Affairs ◽  
South African ◽  
Student Leadership ◽  
Student Affairs Professionals ◽  
Structured Interviews ◽  
Student Affairs Practitioners ◽  
Student Leadership Development ◽  
South African Universities ◽  
University Support

Despite the important role that student affairs practitioners play in supportinguniversities to produce well-rounded graduates, few studies have beenconducted on their lived experiences. This article examines the challengesconfronted by these professionals in interacting with student leadersand facilitating leadership programmes in South African universities. Aqualitative methodology was adopted and semi-structured interviews wereconducted with 20 student affairs practitioners responsible for facilitatingstudent leadership development programmes. A focus group discussionwas also held with six student affairs experts. The findings point to a lackof seamlessness in the structure, staffing, and operation of these programmes,as well as a lack of university support to professionalise student affairs.Furthermore, student leadership development programmes werefound to lack proper theoretical grounding. Key words: Student leadership development programmes, students,student affairs professionals

Disability and Dominant Leadership Models Over Time

2020 ◽  
pp. 274-293
Author(s):  
Melanie Lee
Keyword(s):  
Higher Education ◽  
Leadership Development ◽  
Students With Disabilities ◽  
Personal Narrative ◽  
Student Leadership ◽  
Development Programs ◽  
Leadership Development Programs ◽  
Leadership Models ◽  
Models Of Disability ◽  
Over Time

This chapter is grounded in scholarly sources and personal narrative, and it concludes with recommended best practices about fostering more socially just higher education environments for college students. Specifically, the author focuses on the development of more equitable inclusion of students with disabilities in curricular and co-curricular leadership development programs. This chapter provides a context of major models of disability over time, a chronological scaffold of dominant student leadership models, and recommendations for educators inside and outside of classroom spaces. The intersection of models of disability and leadership models has not been explored. This chapter fills that gap in the literature.

scholarly journals Graduating With Honors in Resilience: Creating a Whole New Doctor

2020 ◽  
Vol 9 ◽  
pp. 216495612097635
Author(s):  
John Paul Mikhaiel ◽  
Jack Pollack ◽  
Emory Buck ◽  
Matt Williams ◽  
Aisha Lott ◽  
...  
Keyword(s):  
Medical Education ◽  
Emotional Intelligence ◽  
Medical Student ◽  
Leadership Development ◽  
Identity Formation ◽  
Medical Training ◽  
Student Leadership ◽  
Long Term Effects ◽  
Student Leadership Development ◽  
Executive Coaches

Background Although coaching programs have become a prominent piece of graduate medical education, they have yet to become an integral part of undergraduate medical education. A handful of medical schools have utilized longitudinal coaching experiences as a method for professional identity formation, developing emotional intelligence and leadership. Objective We developed A Whole New Doctor (AWND), a medical student leadership development and coaching program at Georgetown University, with the aim of fostering resilience, leadership, and emotional intelligence at the nascent stage of physician training. To our knowledge, ours is the only program that is largely student-managed and uses certified executive coaches in the medical student population. Methods Cohort 1 of AWND started in October 2016. For each cohort, we hold a kickoff workshop that is highly interactive, fast-paced and covers coaching, complex thinking, reflective writing, and a coaching panel for Q&A. Following the workshop, students work with coaches individually to address self-identified weaknesses, tensions, and areas of conflict. We believe the program’s student-driven nature provides a new structural approach to professional development and leadership programs, offering students a simultaneously reflective and growth-oriented opportunity to develop essential non-technical skills for physician leaders. Results Of the 132 students in the program, 107 have worked with one of our coaches (81%). Student testimonials have been uniformly positive with students remarking on an increased sense of presence, improvements in communication, and more specific direction in their careers. Conclusion Our pilot coaching program has received positive feedback from students early in their medical training. It will be important to further scale the program to reach an increasing number of students and quantitatively evaluate participants for the long-term effects of our interventions.

University Education: Leadership Development In and Outside the Classroom

2011 ◽  
pp. 116-132
Author(s):  
Suzanne L. Velázquez
Keyword(s):  
Leadership Development ◽  
Service Learning ◽  
Transformative Learning ◽  
Student Leadership ◽  
Middle Eastern ◽  
University Education ◽  
Development Programs ◽  
Leadership Development Programs ◽  
Student Leadership Development ◽  
Service Learning Projects

This chapter illustrates model student leadership development programs offered at institutions of higher education and discusses leadership competencies needed to succeed in today’s global job market and our diverse society. Highlighted programs are rooted in developmental theories, such as Chickering’s psychosocial theory; function within proven frameworks, including the Social Change Model of Leadership and Leadership Challenge; and include service-learning projects to optimize transformative learning and ethical leadership. The chapter concludes with areas for further research related to the sustainable impact of leadership development programs, as well as content and delivery methods of student leadership development programs that are tailored for diverse learners, including nontraditional-aged college students and students of varied cultural ancestry, such as Asian, Middle Eastern, and Indigenous Peoples.

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