Journal articles: 'Student leadership development'

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Mclntire, David D. "Student Leadership Development." NASPA Journal 27, no. 1 (July 1, 1989): 75–79. http://dx.doi.org/10.1080/00220973.1989.11072137.

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Mozhgan, Amirianzadeh, Jaafari Parivash, Ghourchean Nadergholi, and Bahram Jowkar. "Student leadership competencies development." Procedia - Social and Behavioral Sciences 15 (2011): 1616–20. http://dx.doi.org/10.1016/j.sbspro.2011.03.340.

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Ahlquist, Josie. "Digital Student Leadership Development." New Directions for Student Leadership 2017, no. 153 (February 15, 2017): 47–62. http://dx.doi.org/10.1002/yd.20229.

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Arnall, Justin, Porscha Johnson, Johnny Lee, Marley Linder, Nickolas Lund, and Saswat Satpathy. "Student Perspectives on Student Leadership Development Programs." American Journal of Pharmaceutical Education 78, no. 4 (May 15, 2014): 85. http://dx.doi.org/10.5688/ajpe78485.

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Bradley-Baker, Lynette R., and Nanci L. Murphy. "Leadership Development of Student Pharmacists." American Journal of Pharmaceutical Education 77, no. 10 (December 16, 2013): 219. http://dx.doi.org/10.5688/ajpe7710219.

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Amirianzadeh, Mozhgan. "Hexagon theory- student leadership development." Procedia - Social and Behavioral Sciences 31 (2012): 333–39. http://dx.doi.org/10.1016/j.sbspro.2011.12.063.

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Cook, Sarah Gibbard. "Spirituality Supports Student Leadership Development." Women in Higher Education 21, no. 6 (June 2012): 6–7. http://dx.doi.org/10.1002/whe.10335.

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Seemiller, Corey. "Assessing Student Leadership Competency Development." New Directions for Student Leadership 2016, no. 151 (August 9, 2016): 51–66. http://dx.doi.org/10.1002/yd.20200.

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Dorasamy, Nirmala, and Renitha Rampersad. "Perceptions on a student leadership development initiative." Corporate Ownership and Control 12, no. 1 (2014): 802–9. http://dx.doi.org/10.22495/cocv12i1c9p4.

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Leadership development involves the empowerment and preparation of individuals to be social change agents by developing their understanding of others and self awareness of their roles and responsibilities as leaders in different contexts. In the South African context, student representative councils (SRCs) at universities is an important mechanism to ensure that all South African students receive quality higher education in a safe, disciplined and healthy environment, that is underpinned by access, success and equity which are critical areas of focus in the transformation process. SRCs, as a well organized body, with the necessary skills can channel their capability and commitment toward improving university life for students. As Fullan (1993:182) argues that we hardly know anything about what students think about educational change because no one ever asks them. A student leadership initiative can be a potential for change in universities, since students as the “guardians of the existing culture can be the final arbiters of any change” (Wideen, 1992: 182). Further, by harnessing SRCs as potential reinforcers for improvement, there is more concern with the process through which successful change can be introduced in universities. Since SRCs are vested with the authority to contribute to good governance within universities, students place their trust in it. Therefore, SRCs need the requisite skills to make decisions that do not compromise the interests of students whom they represent. The study aimed to examine student perceptions and expectations of leadership through democratic deliberation at the Durban University of Technology (DUT), in partnership with the International Centre on Non Violence (ICON) and The African Centre for the Constructive Resolution of Conflicts (ACCORD). The student leadership course was a pioneer initiative for student leaders, comprising of local and international students studying at DUT. The rationale for this was the identified need for focused research into what student leaders perceive leadership to be and the value they derive from attending leadership initiatives. The partners felt it important to document student voices through a leadership initiative. The narrative, through a qualitative analysis, captured the contradictions and conflicting challenges student leaders face today, which are always problematic and dynamic, especially when public interests are not at the forefront of the agenda. Students stated that the course was beneficial, because it helped to: focus on purpose and goals of being SRC members; understand cultural diversity; show more interest in developing leadership skills as a collective; gain a sense of clarity of personal and university values; gain improved negotiation, conflict resolution and decision making skills; deal better with complex issues; and willing are able to use leadership practices for the benefit of all stakeholders. It is ultimately envisaged that the leadership initiative will be extended beyond the frontiers of DUT to other local, national and possibly international higher education institutions. As part of an on-going series of courses relating to student leadership, it is expected that such initiatives with the university partners will strengthen the effectiveness of student leaders, thereby contributing to the process of higher education transformation

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Shalka, Tricia R., Chloe S. Corcoran, and Brian T. Magee. "Mentors that Matter: International Student Leadership Development and Mentor Roles." Journal of International Students 9, no. 1 (January 11, 2019): 97–110. http://dx.doi.org/10.32674/jis.v9i1.261.

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Leadership development has been identified as an important outcome of higher education in the United States. However, relatively few scholars have investigated leadership development outcomes of international students studying in U.S. postsecondary contexts. Using data from the Multi-Institutional Study of Leadership, the purpose of this quantitative study was to investigate the role of mentors in fostering leadership development outcomes for international students. Results suggest that international students whose primary college mentor is a faculty member or a student affairs professional demonstrate higher levels of both socially responsible leadership capacity and leadership self-efficacy than those international students who identify their most significant mentor as another student.

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Boettcher, Michelle Lea, and Ann M. Gansemer-Topf. "Examining Leadership Development through Student Leader Outdoor Recreation Training." Recreational Sports Journal 39, no. 1 (April 2015): 49–58. http://dx.doi.org/10.1123/rsj.2014-0034.

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Since their inception, student leadership development has been a consistent goal of outdoor recreation programs (ORPs). However, little research has been conducted to better understand how these experiences contribute to leadership development for college students. Using the Komives et al. (2005) model of leadership identity development, this qualitative research study examined leadership identity development in the context of a training trip for student employees of an ORP. By focusing on this particular training program, the study sought to answer the following research question: How does participating in an outdoor recreation training trip impact students' leadership identity development? The study found that the participants were navigating through the final three stages of Komives et al.'s (2005) leadership model: leadership differentiated, generativity, and integration/synthesis stages. Participants understood the role of positional leaders and that there were others who were able to lead without holding titles or positions; participants were able to articulate the role of leaders in helping others and sustaining the program; and participants also articulated how these experiences related to their lives beyond ORP trips, achieving the reflective goals of the integration and synthesis. The results highlight the importance of communication and teamwork in leadership development. The findings provide evidence of the role of ORP in enhancing student leadership identity and make the case for continued or expanded support for these programs. The findings of this study provide insight into how student leadership identity development takes place when students are involved in ORP experiences.

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Hine, Gregory. "Student Leadership Development: A Functional Framework." Journal of Catholic Education 18, no. 1 (September 30, 2014): 79–110. http://dx.doi.org/10.15365/joce.1801052014.

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Collins, Denise. "The Handbook for Student Leadership Development." Journal of College Student Development 53, no. 4 (2012): 618–20. http://dx.doi.org/10.1353/csd.2012.0057.

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Peck, Adam, and Kathleen Callahan. "Connecting Student Employment and Leadership Development." New Directions for Student Leadership 2019, no. 162 (May 8, 2019): 9–22. http://dx.doi.org/10.1002/yd.20330.

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Lyons, Lindsay, Marc Brasof, and Carol Baron. "Measuring Mechanisms of Student Voice: Development and Validation of Student Leadership Capacity Building Scales." AERA Open 6, no. 1 (January 2020): 233285842090206. http://dx.doi.org/10.1177/2332858420902066.

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This study developed measurement scales on student leadership capacity building through a survey of 280 students from nine U.S. high schools. Exploratory and confirmatory factor analyses resulted in a personal, interpersonal, organizational, and overall scale for building student leadership capacity. The scales included eight mechanisms that schools can use to enhance student leadership: pedagogy, relationships, radical collegiality, governance structure, research, group makeup, consistency, and recognition. The scale items also reflected three leadership competencies: critical awareness, inclusivity, and positivity. Focus groups and interviews with students and teachers in these nine schools supported survey findings and suggested implications for practice.

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Pshembayev, M., and A. Kudysheva. "Student Leadership Development as a new trend of Higher Education in Kazakhstan." Bulletin of the Karaganda University. Pedagogy series 100, no. 4 (December 28, 2020): 98–103. http://dx.doi.org/10.31489/2020ped4/98-103.

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In this paper, some specific issues of student leadership development in Kazakhstan universities were consid-ered. The authors draw attention to the fact that leadership development is now becoming an integral part of the undergraduate and graduate educational programs. This paper reviews different leadership approaches and theories to analyze the question of student leadership development and gives the historical classification of leadership studies in the USA. Likewise, in the paper, a brief review was given to the experience of Toraighyrov University in implementing a specific leadership development program, which is designed with taking into account the cultural, professional and educational uniqueness of the region. The researchers of the article offer another alternative way for leadership skills development — creation of a leadership school in the form of non-government organization. Based on the theoretical research conducted by the authors, the main ways of formation of leadership qualities and necessary skills due to several objective and subjective circumstances were identified.

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Blackwell, Cindy, Richard Cummins, Christine D. Townsend, and Scott Cummings. "Assessing Perceived Student Leadership Skill Development in an Academic Leadership Development Program." Journal of Leadership Education 6, no. 1 (December 1, 2007): 39–58. http://dx.doi.org/10.12806/v6/i1/rf1.

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Smith, Tanya Lynnette, Christine Hober, and Janelle Harding. "Peer Student Mentoring for Nursing Program Persistence and Leadership Development." International Journal for Innovation Education and Research 5, no. 3 (March 31, 2017): 11–15. http://dx.doi.org/10.31686/ijier.vol5.iss3.627.

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Mentoring relationships are used in education, practice, and administration settings to foster professional growth. Mentoring is a valuable process, requiring intentional, committed, and purposeful interactions between two or more professionals or students. At one rural university student retention and persistence was identified by administration as problematic. In response faculty devised and implemented a program providing students the opportunity to be a mentor or be mentored given that mentoring offers occasions for students to support one another while the more experienced student engages the less experienced student. This paper explains the findings of a three year cohort descriptive mentoring study utilizing a convenience sample of admitted senior students who served as mentors for first year student mentees interested in nursing. Mentors and mentees experienced rich engagement opportunities in formal and informal meetings as faculty evaluated student persistence and leadership skills.

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Amirianzadeh, Mozhgan, Parivash Jaafari, Nadergholi Ghourchian, and Bahram Jowkar. "Role of Student Associations in Leadership Development of Engineering Students." Procedia - Social and Behavioral Sciences 30 (2011): 382–85. http://dx.doi.org/10.1016/j.sbspro.2011.10.075.

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Aymoldanovna, Alimbekova Anar, Bakyt Adamovna Zhetpisbaeva, Kyyakbaeva Ulbosyn Kozybaevna, and Suranshieva Miras Kadirovna. "Leadership Development University Students in the Activities of Student Government." Procedia - Social and Behavioral Sciences 197 (July 2015): 2131–36. http://dx.doi.org/10.1016/j.sbspro.2015.07.336.

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Chesnut, Renae, and Jennifer Tran-Johnson. "Impact of a Student Leadership Development Program." American Journal of Pharmaceutical Education 77, no. 10 (December 16, 2013): 225. http://dx.doi.org/10.5688/ajpe7710225.

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Wallace, Shanise. "Impact of a Student Leadership Development Program." American Journal of Pharmaceutical Education 78, no. 4 (May 15, 2014): 86. http://dx.doi.org/10.5688/ajpe78486.

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Amirianzadeh, Mozhgan, Parivash Jaafari, Nadergholi Ghourchian, and Bahram Jowkar. "College Student Leadership Competencies Development: A Model." International Journal for Cross-Disciplinary Subjects in Education 1, no. 3 (September 1, 2010): 168–72. http://dx.doi.org/10.20533/ijcdse.2042.6364.2010.0023.

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Cox, Linda S., and Deborah Miranda. "Enhancing Student Leadership Development in Community Settings." Nurse Educator 28, no. 3 (May 2003): 127–31. http://dx.doi.org/10.1097/00006223-200305000-00006.

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McPhail, Christine Johnson, Mary Robinson, and Harriette Scott. "The Cohort Leadership Development Model: Student Perspectives." Community College Journal of Research and Practice 32, no. 4-6 (February 25, 2008): 362–74. http://dx.doi.org/10.1080/10668920701884539.

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Hendricks, Fatima, and Susan Toth-Cohen. "Perceptions about Authentic Leadership Development: South African Occupational Therapy Students’ Camp Experience." Occupational Therapy International 2018 (2018): 1–9. http://dx.doi.org/10.1155/2018/1587906.

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Background. Twenty-three years into democracy, concern is deepening regarding the slow progress of Occupational Therapy (OT) in South Africa, especially with regard to diversity and inclusion within OT. Methods. This study explores authentic leadership development primarily among Black OT students attending a pilot Occupational Therapy Association of South Africa (OTASA) National Student Leadership Camp. It seeks to ascertain their perceptions on leadership and leadership development. This descriptive pilot study employs in-depth interviews and subsequent content analysis, with 12 OT students from six university OT programs in South Africa. Findings. Four categories of participant perceptions on authentic leadership development emerged from the analysis: (1) perceptions about oneself as a leader based on personal narrative, self-awareness, self-control, and psychological capital; (2) perceptions about others, specifically current leaders, with regard to their moral crisis, including continuing inequality, insincerity, greed, and selfishness; (3) goals and aspirations for leadership development via student camps; and (4) effects of leadership on the system. Conclusions. Recommendations for future practice include promotion of storytelling as a means of personal reflection for authentic leadership development and focused investment in camps for developing student leadership skills and building authentic leadership knowledge.

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Frost, Dean E. "Development Of Implicit Leadership Theories Prior To Training Or Employment." Journal of Applied Business Research (JABR) 32, no. 2 (March 1, 2016): 555. http://dx.doi.org/10.19030/jabr.v32i2.9596.

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This empirical study explored the development of implicit leadership theories among 16 to 18 year-old students in secondary schools prior to any formal leadership training or full-time employment. Students from governance, athletics, clubs, performance groups, and part-time work groups completed interviews and questionnaires. Adult leaders of activity groups also completed questionnaires. Results were analyzed by activity and role (e.g., student leader, student group member, and adult supervisor) for three separate dependent variables: Adult Leaders, Leaders in General, and Student Leaders. Results show that adolescents categorize leader behavior into similar constructs that have been previously established by research with adult samples experienced in organizational life. Experience in groups but not necessarily as a leader contributes to developing implicit leadership theories and type of activity guides such leadership attributions. Gender differences in the expectations for leaders were found and support the existence of early socialization into gender-specific leadership role stereotypes.

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Chambers, Tony, and Christine E. Phelps. "Student Activism as a Form of Leadership and Student Development." NASPA Journal 31, no. 1 (October 1, 1993): 19–29. http://dx.doi.org/10.1080/00220973.1993.11072333.

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Kiersch, Christa, and Janet Peters. "Leadership from the Inside Out: Student Leadership Development within Authentic Leadership and Servant Leadership Frameworks." Journal of Leadership Education 16, no. 1 (January 1, 2017): 148–68. http://dx.doi.org/10.12806/v16/i1/t4.

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Minthorn, Robin, Stephen Wanger, and Heather Shotton. "Developing Native Student Leadership Skills: The Success of the Oklahoma Native American Students in Higher Education (ONASHE) Conference." American Indian Culture and Research Journal 37, no. 3 (January 1, 2013): 59–74. http://dx.doi.org/10.17953/aicr.37.3.01843v2733240715.

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This article examines the development of leadership skills among Native American college students through the Oklahoma Native American Students in Higher Education (ONASHE) annual conference. It provides opportunities for students to develop and strengthen their leadership skills through interaction with tribal leaders, contemporary and leadership focused workshops, and fellowship with other Native students. A research study was designed to assess the impact of ONASHE on the development of leadership skills among student attendees of the conference. Three major themes emerged regarding Native student leadership development, including developing a positive self-image, community building, and Native role models.

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Kay, J. L. "Implementing a Student Leadership Committee." Journal of Visual Impairment & Blindness 91, no. 3 (May 1997): 296–300. http://dx.doi.org/10.1177/0145482x9709100315.

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In 1992, the Texas Commission for the Blind formed a student leadership committee, Leaders in Transitioning with Excellence, to facilitate the development of leadership skills and involvement in communities by students with visual impairments aged 15–20. This article describes the planning, implementation, and evaluation of the committee and the conference it held.

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Marcketti, Sara B., Susan W. Arendt, and Mack C. Shelley. "Leadership in action: student leadership development in an event management course." Leadership & Organization Development Journal 32, no. 2 (March 8, 2011): 170–89. http://dx.doi.org/10.1108/01437731111112999.

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Benard M. Manyibe, Edward O. Manyibe, and Kefa M. Otiso. "College Student Leadership Development: An Examination of Pre-college Leadership Development of African Students in the United States." Journal of Negro Education 82, no. 4 (2013): 422. http://dx.doi.org/10.7709/jnegroeducation.82.4.0422.

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Damiani, Jonathan, and Douglas Wieczorek. "Managing the Ebb and Flow:." Journal of School Administration Research and Development 2, no. 1 (June 15, 2017): 8–17. http://dx.doi.org/10.32674/jsard.v2i1.1921.

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This case study explored how a principal in a suburban elementary school in the northeastern United States empowered students and used student voice to develop his own leadership. The researchers collected and analyzed data in the form of observations, principal interviews, and student focus groups. Results and discussion describe and explain how the principal engaged with students’ perspectives to structure his experiences of school and learn- ing. Also, results indicate that the principal’s self- awareness of his instructional leadership actions, particularly regarding the inclusion of student voice and agency, is critical for effective and meaningful leadership. This case provides a new direction for develop- ing and practicing school leaders to consider self- evaluation, and reflection as part of ongoing leadership improvement, framed by the research-based concepts of instructional leadership, student voice, and perceptual congruence. Finally, the case study provides an opportunity for the field of educational research to open meaningful and often-overlooked discussions emphasizing the value of including students in models of shared instructional leadership and empowering youth as learners and leaders in their own right.

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Nordick, Christina L. "Evaluating Leadership Competency in DNP Clinical Practice." Journal of Doctoral Nursing Practice 12, no. 1 (April 1, 2019): 111–16. http://dx.doi.org/10.1891/2380-9418.12.1.111.

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BackgroundEvaluating the growth of leadership competencies of Doctor of Nursing Practice (DNP) students in academic and organizational settings has been a challenge.ObjectiveThe purpose of developing a method of evaluating DNP student leadership focused on a strategy to assess DNP student growth in the areas associated with leadership and change.MethodsCompetencies of leadership that were evidenced based and effective in healthcare environments were employed as a basis for the leadership narrative. The resulting tool served both as structure for the student's development and as a method of instruction and evaluation in the academic setting.ResultsUsing a descriptive and experiential leadership narrative as one method of evaluation is an effective strategy for fostering DNP student leadership development in both the direct patient and system-focused settings. Moreover, the leadership narrative is easily generalizable and transferable in environments where growth in leadership and competency development is valued.ConclusionsThe process of developing leadership narratives is a transformational experience for the doctoral student and future nursing leader.Implications for NursingEasily incorporated into the DNP practicum structure and beyond, the leadership narrative is an effective method for formative and summative evaluation of DNP student leadership development. Moreover, consistent with the accrediting body for DNP education, the leadership narrative can be used as one method of demonstrating program effectiveness.

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Krasnoshchok, Inna. "THE FORMATION OF LEADERSHIP QUALITIES OF THE STUDENTS AS A TASK OF EDUCATIONAL ACTIVITY OF THE STUDENT GROUP CURATOR." Academic Notes Series Pedagogical Science 1, no. 194 (June 2021): 144–50. http://dx.doi.org/10.36550/2415-7988-2021-1-194-144-150.

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The article, based on the analysis of scientific research, clarifies the essence of the concept of «leadership qualities». To analyze the state and effectiveness of the formation of leadership qualities of the students, it is suggested to use the three interrelated criteria: cognitive, motivational and activity. Three levels of the formation of leadership qualities of the students are characterized – high, average and low based on the manifestation of the indicators of the certain criteria. The article substantiates the expediency of attributing the formation of leadership qualities of students to the priority tasks of educational activities of the curator of the student group. The content of the educational work of the curator of the student group on the formation of leadership qualities of students, in particular: promoting the development of leadership knowledge and skills of students, expanding their awareness of leadership in general, and its role for self-realization in future professional activities; stimulating students to develop (self-development) leadership qualities in order to achieve common group goals; cohesion of the student group as an environment of manifestation and formation of leadership qualities of the students; encouraging the student participation in the self-organization of the group, involving students in the activities of student assets, stimulating active participation in community activities; ensuring that students master the methods of effective organizational work and communicative interaction in the group; creating conditions for enriching the experience of leadership behavior of the students. The ways of effective use of innovative methods and forms of education for the formation of leadership qualities of the students are characterized. The support and encouragement of student initiatives to organize the life of the group are considered to be an important pedagogical tool in the activities of the student group curator to stimulate students to show leadership and behavior. It involves the creation of a curator of humane, subject-subject relationships with students, the organization of joint definition of goals and objectives of the group and the planning and distribution of assignments for their implementation.

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Haber-Curran, Paige. "College Student Leadership Development by Valerie I. Sessa." Journal of College Student Development 59, no. 2 (2018): 255–58. http://dx.doi.org/10.1353/csd.2018.0025.

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Haber-Curran, Paige, and Lorri Sulpizio. "Student Leadership Development for Girls and Young Women." New Directions for Student Leadership 2017, no. 154 (May 19, 2017): 33–46. http://dx.doi.org/10.1002/yd.20238.

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Rosch, David M., and Jasmine D. Collins. "The Significance of Student Organizations to Leadership Development." New Directions for Student Leadership 2017, no. 155 (August 22, 2017): 9–19. http://dx.doi.org/10.1002/yd.20246.

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Perozzi, Brett. "Leadership Development Through Transforming the Student Employment Process." New Directions for Student Leadership 2019, no. 162 (May 8, 2019): 23–36. http://dx.doi.org/10.1002/yd.20331.

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Allen, Scott J., and Nathan S. Hartman. "Sources of learning in student leadership development programming." Journal of Leadership Studies 3, no. 3 (September 2009): 6–16. http://dx.doi.org/10.1002/jls.20119.

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Jenkins, Daniel M. "Exploring Instructional Strategies in Student Leadership Development Programming." Journal of Leadership Studies 6, no. 4 (April 1, 2013): 48–62. http://dx.doi.org/10.1002/jls.21266.

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Mullai, Elvira. "Project-based learning and student development skills." European Journal of Multidisciplinary Studies 6, no. 2 (June 10, 2017): 80. http://dx.doi.org/10.26417/ejms.v6i2.p80-85.

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This study presents the results of a research work, which aims to highlight the benefits of learning through projects in the development of cognitive and psycho-social skills of students. Project-based learning is a contemporary teaching method where students work on a project about a topic or a particular problem that seeks to develop a variety of learning skills such as cognitive skills, social and collaborative skills, self-affirmative and leadership skills. To accomplish this work, students rely on prior knowledge of the subject and in-depth research on issues to be answered. The purpose of this paper is to highlight the positivity that the projected hours for the development of the special potentials the students have, aiming at the successful inclusion of students in the learning process. To substantiate the problem, we have also raised the research question: How does project work affect the students learning, leadership and social skills? To answer the research question of this study, we have raised the hypothesis that project work encourages the development of student learning, leadership and social skills. We have proved this problem through a qualitative observation method that was realized with the students of the eighth grade in the 9-year school "Abdulla Hida" in Elbasan, in the interlocutor project hours. From the results of the research we have come to the conclusion that through project-based learning is achieved the cognitive, social and self-empowering development of students.

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Coffey, Anne, and Shane Lavery. "Student leadership in the middle years: A matter of concern." Improving Schools 21, no. 2 (October 4, 2017): 187–200. http://dx.doi.org/10.1177/1365480217732223.

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Traditionally, student leadership has been seen as the prerogative of senior students. Very little research has been conducted on how schools nurture and develop leadership skills in students in the middle years of schooling. This article provides an overview of student leadership in six secondary schools with a particular focus on student leadership opportunities in the middle years. These schools were drawn from the Government, Catholic and Independent sectors in Western Australia. Specifically, the opinions and experiences of either principals or their delegates were sought in order to develop a sense of the importance placed on student leadership in the middle years and the types of leadership opportunities available to students. Initially, the literature is reviewed on student leadership per se and student leadership in the middle years. This review is followed by an outline of the purpose, research question and significance of the research. The research methodology is then explained, providing a summary of participants, the school contexts and methods of data collection and analysis. The subsequent section on results and discussion highlights three themes: the role of teacher leaders, student leadership structures in middle years and the holistic development of middle year students. The article concludes by providing a number of recommendations, in particular, the need to gain a ‘student voice’ in any understanding of student leadership at the middle school.

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Chapman, Ann LN, Ross Christie, Ross Lamont, Marta Lewandowska, Luan Tong, Fiona Tsim, Mohammad Abul, and Helen Mackie. "Leadership development in undergraduate medical education: evaluation of students’ perceptions of a student-selected leadership module." BMJ Leader 4, no. 3 (May 6, 2020): 141–43. http://dx.doi.org/10.1136/leader-2019-000202.

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BackgroundThere is increasing recognition of the importance of leadership development within undergraduate medical training. One method of doing this is through student-selected components (SSCs), optional modules that allow students to explore an area in greater depth than in the core curriculum. An SSC in medical leadership has been offered at the University of Glasgow since 2015. We evaluated students’ perceptions of this SSC.MethodsStudents are required to submit a written reflective report on the SSC. These were analysed thematically to determine students’ lived experience. Respondent validation and independent anonymised feedback to the university were used for triangulation.ResultsStudents reported that the SSC allowed them to experience aspects of healthcare not encountered elsewhere in their training. Three themes were derived from the analysis, relating to SSC structure, areas of learning and personal development/impact. Students recognised that leadership development is important within the curriculum and felt that it should be available to all medical students.ConclusionThis evaluation of students’ perceptions of a leadership SSC identified characteristics of the module that were felt by students to be valuable in leadership development and will support development of similar leadership modules at undergraduate and postgraduate levels.

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Boatman, Sara A. "The Leadership Audit: A Process to Enhance the Development of Student Leadership." Journal of Student Affairs Research and Practice 37, no. 1 (September 1999): 325–36. http://dx.doi.org/10.2202/1949-6605.1100.

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Cui, Shasha. "International Student Mentor Development Study." Journal of Comparative & International Higher Education 11, Winter (March 14, 2020): 100–102. http://dx.doi.org/10.32674/jcihe.v11iwinter.1549.

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Peer mentorship programs are promoted as reciprocal, where both mentors and mentees benefit; however, the majority of qualitative research focuses on the positive outcomes for mentees, while few (Haggard et al., 2011; Heirdsfield et al., 2008) focus on the experiences and positive outcomes for mentors. International student peer mentorship programs help mentors develop leadership, intercultural communication, and professional skills as they help others and interact with students from different cultures and backgrounds (Haggard et al., 2011). This research study is going to fill the gap and contribute to international higher education by focusing on student peer mentors’ self-experience and how they value their roles. The research project specifically seeks to address the following questions: How do student mentors perceive and value the experiences of being peer mentors for international students? How does the international student peer mentor program contribute to mentors’ development?

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Dugan, John P., Natasha T. Turman, and Mark Anthony Torrez. "When Recreation is More than Just Sport: Advancing the Leadership Development of Students in Intramurals and Club Sports." Recreational Sports Journal 39, no. 1 (April 2015): 37–48. http://dx.doi.org/10.1123/rsj.2015-0008.

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Student levels of participation in intramurals and club sports exceed those of other forms of co-curricular involvement. This positions collegiate recreation as a powerful context for student learning. This study uses a multi-institutional dataset with representation from 29,811 participants in intramurals and club sports to examine influences on leadership development. Findings offer insights on how best to leverage students' leadership capacity, leadership efficacy, social perspective-taking, and resilience.

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Makwana, Hiral, Deepika Manche, Dr Kranti Ghag, and Sanika More. "Mentoring System: Student Leadership Programme." International Journal of Innovative Science and Research Technology 5, no. 7 (July 30, 2020): 629–34. http://dx.doi.org/10.38124/ijisrt20jul496.

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Indian Development Foundation’s Student Leadership Programme (SLP) is a 16-hour powerpacked programme. 7 days of life-skill training and the eighth day is for certificate presentation to all the students. The volunteers will be trained in two/ three sessions and they will be called as mentors. The mentors will have to conduct sessions in schools assigned by the IDF. Their main objective is to inculcate leadership skills in the students. Hence, we, SAKEC students, have stepped in to help them. The project includes a web application which will help to connect to colleges for mentors and the schools who wish to be a part of SLP. Sessions can be created and approved. Automatic certificate generation takes place at the end of the sessions. Feedback given by the mentors is analysed to find the positive and negative comments and also the accuracy of the algorithm used for the analysis.

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Dexter, Sara, and Emily A. Barton. "The development and impact of team-based school technology leadership." Journal of Educational Administration 59, no. 3 (April 6, 2021): 367–84. http://dx.doi.org/10.1108/jea-12-2020-0260.

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PurposeThe authors tested the efficacy of a team-based instructional leadership intervention designed to increase middle school mathematics and science teachers' use of educational technologies for multiple representations of content to foster students' conceptual understandings. Each school's leadership team comprised an administrator, a technology instructional specialist role, and a mathematics and a science teacher leader.Design/methodology/approachThe authors tested the intervention in a quasi-experimental design with five treatment and five matched comparison schools. Participants included 48 leadership team members and 100 grade 6–8 teachers and their students. The authors analyzed data using two-level, nested multiple regressions to determine the effect of treatment on leaders' practices; leaders' practices on teachers' learning and integration; and teachers' learning and integration on students' learning. Leaders and teachers completed monthly self-reports of practices; students completed pre- and post-tests of knowledge in science and math.FindingsSignificant treatment effects at the leader, teacher and student levels establish the efficacy of this team-based approach to school leadership of an educational technology integration innovation. Leaders at treatment schools participated in a significantly higher total frequency and a wider variety of leadership activities, with large effect sizes. Teachers participated in a significantly wider variety of learning modes focused on technology integration and integrated technology significantly more frequently, with a wider variety of technologies, all with moderate effect sizes. Students in treatment schools significantly outperformed students in comparison schools in terms of science achievement but not in mathematics.Research limitations/implicationsThe overall sample size is small and the approach to participant recruitment did not allow for randomized assignment to the treatment condition. The authors tested the influence of treatment on leader practices, on teacher practices, and on student achievement. Future work is needed to identify the core components of treatment that influence practice and investigate the causal relationships between specific leaders' practices, teacher practices and student achievement.Originality/valueThis study establishes the efficacy of a replicable approach to developing team-based instructional leaders addressing educational technology. It contributes to the knowledge base about how district leaders and leadership educators might foster school leaders' instructional leadership, and more specifically technology leadership capacity.

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Journal articles on the topic 'Student leadership development'

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