Constructivist Approach applied to Leadership Learning: Life Immersion Learning Model

Constructivist Approach applied to Leadership Learning: Life Immersion Learning Model

Rania Ibrahim (Students Affairs, Effat University, Jeddah, Saudi Arabia) and Akila Sarirete (Department of Computer Science, Effat University, Jeddah, Saudi Arabia)
Copyright: © 2013 |Pages: 9
DOI: 10.4018/ijksr.2013100104
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Abstract

This paper introduces student-initiated projects outside the classroom as an effective method for developing intended learning outcomes (ILOs) based on Effat university graduate characteristics and national accreditation standard for learning and teaching. The characteristics of the university graduate are based on the IQRA values (core values that stand for: adopting research for life, social values, responsible and creative leadership, and effective communication). Furthermore, the academic programs ILOs are designed according to National Qualification Framework (NQF) of the National Commission of Academic Assessment and Accreditation (NCAAA). Effat Ambassadors Program (EAP) is a co-extra-curricular program with ILOs that focus on developing Effat student as ambassadors of IQRA values. ILOs related to social and educational values and responsible leadership are the most difficult to achieve and assess; therefore a construtivist approach towards leadership learning is described as “Life Immersion Learning Learning Model” (LIM). This paper demonstrates LIM by focusing on one of the EAP projects initated by the Student Government, which was to launch a TEDx EffatU chapter for Effat University in Saudi Arabia. This project, as a real life project, was found to yield excellent results in terms of meeting characteristics of Effat graduate, especially for social & educational values and responsible leadership. Another result is the optimum student and teacher satisfaction and involvement.
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2. Deep Learning In Leadership

The importance of student personnel development, or what was later got to be known as student affairs started after a meeting back in 1937 when 19 prominent leaders attended the meeting of the American Council on Education, and followed that meeting with a “Student Personnel point of view” proposition that encouraged the holistic approach to education. They advocated that learning does not happen in vacuum, but rather in an environment of rich experiences that allows for their personal growth, and encourages them to reach their potential and discover their capabilities (Leon, 2005).

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