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Student Leadership Development Models South African Federation of Student Affairs and Services Birgit Schreiber, PhD Tonia Overmeyer, MBA.

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Presentation on theme: "Student Leadership Development Models South African Federation of Student Affairs and Services Birgit Schreiber, PhD Tonia Overmeyer, MBA."— Presentation transcript:

1 Student Leadership Development Models South African Federation of Student Affairs and Services Birgit Schreiber, PhD Tonia Overmeyer, MBA

2 Policy Context National Commission on Higher Education (NCHE) places higher education in a “pivotal role in political, economic and cultural reconstruction and development of South Africa” (DoE, 1997, p. 1) Student Affairs support for student governance (DoE, 1996, p. 12) “Student Service Council with policy advisory functions” which includes student leadership (DoE, 1996, p. 12) higher education to contribute towards developing “enlightened, responsible and constructively critical citizens” (DoE, 1997, section 1.3) White Paper 3 (1997) and Green Paper for PSET (2012): explicit demand to develop student leadership

3 Discursive Context Graduate Attributes - core competencies, sustainable outcomes and generic, transferable or key skills and capabilities - creative and critical thinking; global perspectives; and work ‐ integrated learning. (ACER, 2010; Kuh, 2001; EHEA, 2006) Student Engagement - active citizenship (students and institutions work together to enable challenges to social beliefs and practices) (Kuh, 2001) “Student Affairs includes developing frameworks for graduate attributes and active citizenship, including ethics, social justice, equity, accessibility, environmental sustainability and internationalisation” (Trowler & Trowler, 2010) Tensions btw individualistic and participatory notions of leadership - Historical changes around leadership theory - related cultural changes in positionality, merit and participation

4 Background to the Programme Kelly, 2009 MDG NDP Global Citizenship

5 UWC a fertile space for leadership development PMP GEU RESLIFE Sport Faculty Societies Community Engagement Religious Organisations LSR

6 Background to the Programme

7 Leadership theories and the history of development of theory CONCEPT - Leadership – loaded interpretation based on interpreter’s encounters, experience, context. internalised identity shared processes civic engagement developmental mentors positive group experiences abuses of power positionality impersonal focus on end goals marginalisation Contrasting perspectives and tensions find expression in evolution of leadership theory Make sense – inform development approach and practise

8 Contrasting Leadership Paradigms ME Me influences them Development of us

9 Contrasting Leadership Paradigms ME Me influences them Development of us

10 Conventional vs Contemporary Leadership Contrasting Leadership Paradigms ConventionalContemporary Hierarchical OrientationSystems Orientation Multidirectional nature of leadership – leading up down, sideways and out Multidimensional nature of leadership - influencers, context Coaching, Curriculum Leader role – authority, decider Followers to be led Leader – led Leader role – facilitator, meaning maker Followers as leaders, non-positional leadership Leaderful Qualities and Competencies – Development of Leadership Identity collaboration, empathy, self-awareness Applicability of this approach to active citizenship Agency Change initiated from the topChange initiated from anywhere

11 Conventional vs Contemporary Leadership Contrasting Leadership Paradigms ConventionalContemporary Power overPower with Building Sustainable support networks, competition versus collaboration, connecting with personal power Personal VisionShared Vision Alignment – must find expression and alignment in organisations. Efficiency and EffectiveSocially Just Alignment of Efficiency and Effective action in the cause of Socially Just. Underline good intentions with practical project skills and action that will bring it to fruition. Policy and Implementation crisis. Share information Providers Create knowledge Partners This is not only applicable to Leaders, but to the way we connect with our students. Relational and not transactional. Content heavy vs applicability. Linear CausalityAdaptive solutions Entrepreneurial mindset, creativity. Steering towards ? and not. What is next right answer?

12 Example ConventionalContemporary Hierarchy – top downSystems - multidirectional Who do we work with? PositionsPotential change makers, merit, talent Change - topChange - from anywhere PassiveParticipatory and agency Drive to EfficiencyDrive to Social justice Alignment of Efficiency and Effective action in the cause of Socially Just. Underline good intentions with practical project skills and action that will bring it to fruition. Policy and Implementation crisis.

13 Contemporary Leadership Theories Transformative Leadership Bernard Bass what is the dynamic between the leader and the followers that elevates the follower to become leaders themselves? Relational, Collaborative and Shared Leadership theories Interdependence and relational – Pearce and Congers’ shared leadership Susan R. Komives, Nance Lucas, and Timothy R. McMahon’s (2007) Advocated for leadership as an ethical and relational process of people working together for positive change. Viewing the group as a community, roles (both positional leaders and members) fluctuated, reflecting a shared leadership when working together toward outcomes. In these models, individuals in positional roles engage in facilitative, distributive leadership, diminishing power differentials to build collegial systems.

14 Social Change Model for Leadership Development

15 Building Sustainable Support Networks Self Development General Leadership PPS Social Responsibility

16 Grounded Theory Model of High-Quality Leadership Programs Cluster I: Participants Engaged in Building and Sustaining a Learning Community 1. Diverse Students 2.Experienced Practitioners 3.Modeling Educators 4.Small Groups 5.Supportive Culture 6.One-on-One Relationships

17 Grounded Theory Model of High-Quality Leadership Programs Cluster II: Student-Centered Experiential Learning Experiences 7. Leadership Practice 8. Reflection Activities 9. Application in Meetings 10. Meaningful Discussions 11. Episodes of Difference 12. Civic Service 13. Discovery Retreats

18 Grounded Theory Model of High-Quality Leadership Programs Cluster III: Research- Grounded Continuous Program Development 14. Flexible Design 15. Values Content 16. Systems Thinking

19 Common themes within contemporary leadership theories, implications for programme development. Importance of self development Social Responsibility Power and Shared Responsibility Acknowledgement of the complexity of leadership Theory-building is continuously developing process – in line with continuous improvement and action learning of the reflective practitioner Although common themes – there is a general lack of definitional clarity both within and between theories.

20 What stage is next?

21 THANK YOU


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