Leadership development programs

Students Engage in Service: Society, community, institution, and program Service learning, an attribute of high quality programs, affected the individual students as well as the greater community. By engaging in meaningful leadership practice, students were able to make positive contributions to their communities and also to their own learning and development. Programs created the pathways, …

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Students Encounter Episodes of Difference: Contexts, people, and ways of leading The importance of the notion of difference was one of the intriguing findings of this study. It was surprising to students that they had learned so much from this new route. In many different ways, students and practitioners identified an experience with difference as …

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Students Make Leadership Meaning through Dialogue and Discussions The value of a good conversation was evident from the data gathered. Students gained knowledge and made meaning of the subject matter through discussing it and engaging in dialogue with fellow participants. High quality programs utilize opportunities for dialogue and applied discussions with a variety of activities …

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Students Apply Leadership Concepts to Themselves in Meetings Student learning and leadership development can happen everywhere, but the meetings of the program are a special space for a coherent development effort to occur. High quality programs utilize simulations, assessment, and a wide variety of activities to engage different students and their learning styles in leadership …

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Students Engage in Reflection Activities: Connecting leadership theory, their experiences, and themselves Reflection activities emerged as a vital tool for leadership development, especially in concert with action and observation. The reflection activities took many forms, from a written journal to reacting to something a fellow participant said to simply remaining still and thinking about a …

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Students Practice Leadership Individually and Collectively     Across the sample it was clear that students practice leadership individually and collectively was one of the most significant attributes that emerged in this study. Quite simply, students learn leadership by doing it, and programs that provide opportunities for student leadership practice create ripples of positive outcomes for …

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Cluster II: Student Centered Experiential Learning Experiences Student centered experiential learning experiences is the second of three clusters of attributes in this grounded theory of high quality leadership programs. Stakeholders spoke most frequently about this cluster area in the interviews when considering what was done in the program to help students develop as leaders. Seven …

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Participants Cultivate One-on-One Relationships Across the sample of study participants, students and practitioners identified the value of one-on-one relationships in helping students to become better leaders. These relationships happened between practitioners and students and also between students of different classes or between peers within program activities. For mentoring and developmental feedback, the relationships were both …

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Participants Foster a Culture of Challenge and Support One crucial element which matters for student leadership development and learning is the culture within a program. This culture is one of both challenge and support that is fostered by the program participants themselves. This culture is not always easily visible or structural within the program but …

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