Building Social Change Oriented Leadership Capacity Among Student Organizations: Developing Students and Campuses Simultaneously

Kezar, Adrianna; Avilez, Arely Acuña; Drivalas, Yianna; Wheaton, Marissiko M.

doi:10.1002/yd.20249

Cited by 13 publications

(12 citation statements)

References 27 publications

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“…Brennan [19] also indicated that universities should enable undergraduates to acquire the sustainable competences at the personal level. For instance, an emphasis should be given to the leadership capacity of students [20,23,25,45]. Thus, unclear promotion mechanisms may lead to the loss of talented organization managers, which hinders the achievement of organizational goals and the advancement of organizational core competence.…”

Section: Discussionmentioning

confidence: 99%

“…Agarwal et al [44] investigate how a student organization dedicated to serving students with disabilities at a predominately Hispanic serving university supports disabled students who feel isolated from campus life and activities. Kezaret et al [45] think that an emphasis should be given to the social change-oriented leadership capacity for students to participate in the organizations. Munoz et al [46] use an experiential learning theory for attracting and retaining members in student organizations.…”

Section: Introductionmentioning

confidence: 99%

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An Empirical Analysis of Students’ Involvement and Exit Behaviors in College Organizations: The Case of Nanjing Agricultural University in China

Zhang

Fan²,

Zhang

2018

Sustainability

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Student organization is considered an important approach for the sustainable development of ideological and political education, and it helps construct learning style and campus culture. This research studies college students’ motivations for their involvement and exit behaviors. Using a binary choice model, we analyze critical factors affecting the involvement and exit behaviors of college students based on social cognition theory, Maslow’s hierarchy of needs, and expectancy theory. On the one hand, our results show active cognition is most influential for the involvement behavior, followed by personal interest. Meanwhile, active cognition is positively affected by mother’s higher education level and senior students’ influence. Respondents who agree that joining organizations brings closer relations with teachers and other students as well as promoting heterosexual communication are more likely to join. On the other hand, the most influential factor for the exit behavior is unclear promotion mechanisms. Low-quality activities and wasting time with organizations cause students to quit. Moreover, lack of training opportunities and professional guidance dampens members’ enthusiasm. Complicated interpersonal relations, bureaucratic style, entering a higher grade and changing psychology cause some members to quit and further affect organizational learning. We provide additional insights on management strategies towards organization sustainability, such as improving leader selection and building harmonious interpersonal relations.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

An Empirical Analysis of Students’ Involvement and Exit Behaviors in College Organizations: The Case of Nanjing Agricultural University in China

Zhang

Fan²,

Zhang

2018

Sustainability

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“…This enduring fight for democratic education continues to emerge across the literature as demands for establishing, institutionalizing, and fully practicing justice and equity in schools in the United States are championed. Moreover, effective activist leadership guiding this fight might be realized through a greater reliance on and inclusion of the views, practices, and accomplishments of members of these marginalized groups via cooperative participation (Kezar, Acuña Avilez, Drivalas, & Wheaton, 2017;King, 2015;Ryan & Higginbottom, 2017).…”

Section: Social Justice and Its Relationship To Activismmentioning

confidence: 99%

An Emerging Framework for the EdD Activist

Becton

Bogiages

D’Amico

et al. 2020

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Increasingly, Ed.D. programs are challenged to produce graduates with the skills and expertise needed to create and foster change in the various educational environments in which they serve. Promoting, and more importantly, preparing the Ed.D. Activist is a theme that was addressed during the October 2019 convening of the Carnegie Project on the Education Doctorate (CPED) hosted by the University of South Carolina. As part of the opening convening, the U of SC faculty assisted with surveying the more than 65 CPED-informed programs in an effort to construct a potential framework to guide both new and existing programs within the consortium. The resulting framework highlights two potential profiles for the Ed.D. Activist, 12 considerations that programs should examine, four primary outcomes, and five quality indicators. The framework is representative of the data collected from more than 200 participants and provides a broad, but foundational framework for engaging more deeply in the work of promoting activism amongst Ed.D. graduates.

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“…Kezar, Avilez, Drivalas, and Wheaton () acknowledged the growing trend of college students building leadership skills through their collective activism. More specifically, students learn skills such as mobilizing others, creating an agenda for campus or social change, and reaching a consensus (Hamrick, ).…”

Section: Activism As Leadershipmentioning

confidence: 99%