LEADERSHIP EDUCATION BEYOND THE CLASSROOM: Characteristics of Student Affairs Leadership Educators

Abstract

Currently, more students receive leadership education from student affairs offerings than academic leadership courses. Using two simultaneous Delphi panels, Group A-17 student affairs managers and Group B-20 student affairs preparatory program faculty members, this study sought to identify the characteristics of a student affairs leadership educator. While there was agreement (93.8%, n = 32) that student affairs practitioners are leadership educators, there was a disconnect between the two panels in how leadership education should be demonstrated within the context of student affairs. These findings support previous research that student affairs practitioners and preparatory program faculty disagree on the characteristics needed to be a successful student affairs practitioner and expands the impact of these findings into the area of leadership education. not have a systematic approach to follow for teaching or developing leadership (Northouse, 2019; Rosch,

Leadership and bisexuality: Dually occurring processes of identity development

“…This model also situates itself across various contexts, including campus social spaces such as classrooms, residence halls, and academic departments (Strayhorn, 2012) where we know leadership development occurs. It is important to remember that student affairs practitioners are leadership educators (Dunn et al., 2019) and that leadership education transcends what is learned in curricular and co‐curricular settings. While engaging with the bisexual lived experience is not something that is experienced by everyone, it is important that student affairs practitioners are aware of the bisexual lived experience and are continuously engaging with the identity development of their students.…”

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

“…Therefore, multicultural competence is an essential competency that they should seek to enhance and infuse in their daily practice. Dunn et al (2019) investigated the characteristics of a collegiate student affairs leadership educator. As this study was part of a larger study to elicit and refine group opinions or judgements, a classic Delphi approach was used to purposively select participants based on their substantial experience or expertise in the subject matter.…”

Moving away from willful ignorance: A critical whiteness examination of leadership educator socialization

“…To standardize leadership education, it is important to evaluate how leadership educators come to understand themselves as individuals in the field. Any standards must also center equity and justice in leadership education (Inter‐Association Leadership Education Collaborative, 2016; Dunn, Briers et al., 2021; Dunn, Moore et al., 2021). While universities grow increasingly racially diverse (de Brey et al., 2018), leadership education remains an overwhelmingly White field (Jenkins & Owens, 2016) reliant on theories and models from primarily White scholars (Dugan, 2017; Irwin, 2021).…”