Student Leadership Program Model

Roberts, Dennis C.; Ullom, Craig Ellsworth

doi:10.1080/00220973.1989.11072136

Cited by 40 publications

(14 citation statements)

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“…Jaeger and Bockstruck (1959) view leadership in a learning context as "any contribution to the establishment and attainment of group purposes" (p. 32). Responding to this, Roberts and Ullom (1989) argue that higher education is HESWBL 12,5 responsible for preparing students to become leaders of the future. Meanwhile, Cherkowski et al (2020) add that universities can engage students in research, teaching and service to develop students' leadership and give them opportunities to build their sense of agency.…”

Section: Examining Student Leadership Developmentmentioning

confidence: 99%

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Service learning in Indonesia: developing undergraduate students' leadership during COVID-19 pandemic

Ferdiansyah¹,

Winarno²,

Ardhita³

2022

HESWBL

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PurposeThis phenomenological case study reports how 16 participating students built their leadership skill through a community-based service-learning project as a part of their undergraduate program at an Islamic university in Indonesia. Education for sustainability framework promoted by Warwick (2016) was employed to portray students' leadership development and explore their lived experience while doing service-learning project in their neighborhood.Design/methodology/approachPhenomenological case study was employed to portray how the participants engaged in projects that empower the community during their service amidst the coronavirus disease 2019 (COVID-19) pandemic. They were interviewed using online platforms such as WhatsApp and Zoom Meeting. To triangulate the data, the photos elicited during their field study posted in social media were also presented as visual data. The interview data and photo elicitation were transcribed, interpreted using interpretative phenomenological analysis and thematically analyzed.FindingsThe findings of the study showcase that the student participants transformed their sense of agency as learners into leaders. The service-learning program has also become a springboard for them to engage in the community service and build strategy to fill the local community's need, especially amid the pandemic of COVID-19.Research limitations/implicationsThere are two limitations in regards to this study. First, this study only examined data garnered from a small number of participants that could not be used to overgeneralize the results of the study. Second, the participants were interviewed upon the completion of their service-learning project. It did not investigate the sustainability of the projects that the participants had carried out after the service-learning program ended.Originality/valueWhile ample previous studies investigated how service-learning program that involved undergraduate students were enacted during COVID-19 pandemic, the present study specifically looked into how participants exercise their leadership skill upon the implementation of service-learning from education for sustainability framework promoted by Warwick (2016).

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Section: Examining Student Leadership Developmentmentioning

confidence: 99%

“…Jaeger and Bockstruck (1959) view leadership in a learning context as “any contribution to the establishment and attainment of group purposes” (p. 32). Responding to this, Roberts and Ullom (1989) argue that higher education is responsible for preparing students to become leaders of the future. Meanwhile, Cherkowski et al.…”

Section: Literature Reviewmentioning

confidence: 99%

Service learning in Indonesia: developing undergraduate students' leadership during COVID-19 pandemic

Ferdiansyah¹,

Winarno²,

Ardhita³

2022

HESWBL

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“…Leadership courses have also become important mechanisms to prepare students to be engaged members of society. Leadership education courses, which are designed to build students' leadership capacities for broad application beyond their current roles (Roberts & Ullom, 1989), are mainstays on college campuses, and an increasing number of institutions now offer academic leadership majors and minors. While leadership curricula vary, many courses connect leadership and civic engagement through adding experiential civic components to the course such as volunteering requirements, service-learning projects, action plans to address social issues, or working to solve campus or community concerns (Brungardt, Greenleaf, Brungardt, & Arensdorf, 2006;Jacoby, 2009).…”

Section: Introductionmentioning

confidence: 99%

The Role of Civic Engagement in Undergraduate Leadership Courses

Johnson¹,

Woodard²

2014

Journal of Leadership Education

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Undergraduate leadership courses are becoming increasingly important venues to promote civic engagement. Despite their prominence, the nature of civic engagement in leadership courses has not been examined systematically. This study examined 77 introductory undergraduate leadership courses and the role of civic engagement in these courses. Results indicate that civic engagement components are not widely utilized, and when they are part of the curricula, their implementation and design vary. Recommendations for improving undergraduate leadership curricula are offered.

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“…How educators should develop leadership learning opportunities has been discussed for decades. Roberts and Ullom (1989) started the conversation by providing a model of training, education, and development, also known as the TED model. As Ayman et al (2003) noted, terms such as training, education, development, and engagement are often used interchangeably; however, each has unique function and implication.…”

Section: Leadership Learning Framework: the Howmentioning

confidence: 99%

Centering Socially Just Leadership: An Integrated Model for Contextualizing Leadership Learning

Guthrie

Beatty

2022

J of Leadership Studies

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The current article introduces an integrated model centering culturally relevant leadership learning and incorporating the leadership learning framework through social justice pedagogy. The integrated model for contextualizing leadership learning addresses how a leadership educator informs the leadership learning process through their identity, culture, and commitment. By acknowledging these influences, educators can begin to address social justice in developing leadership learning opportunities for students.

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Student Leadership Program Model

Cited by 40 publications

References 0 publications

Service learning in Indonesia: developing undergraduate students' leadership during COVID-19 pandemic

Service learning in Indonesia: developing undergraduate students' leadership during COVID-19 pandemic

The Role of Civic Engagement in Undergraduate Leadership Courses

Centering Socially Just Leadership: An Integrated Model for Contextualizing Leadership Learning

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