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Strategically Preparing the Next Generation for Leading in a World of Social Change

Strategically Preparing the Next Generation for Leading in a World of Social Change

Joanne DeMark, Christina Van Wingerden
Copyright: © 2017 |Pages: 26
ISBN13: 9781522510499|ISBN10: 1522510494|EISBN13: 9781522510505
DOI: 10.4018/978-1-5225-1049-9.ch120
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MLA

DeMark, Joanne, and Christina Van Wingerden. "Strategically Preparing the Next Generation for Leading in a World of Social Change." Encyclopedia of Strategic Leadership and Management, edited by Viktor Wang, IGI Global, 2017, pp. 1719-1744. https://doi.org/10.4018/978-1-5225-1049-9.ch120

APA

DeMark, J. & Van Wingerden, C. (2017). Strategically Preparing the Next Generation for Leading in a World of Social Change. In V. Wang (Ed.), Encyclopedia of Strategic Leadership and Management (pp. 1719-1744). IGI Global. https://doi.org/10.4018/978-1-5225-1049-9.ch120

Chicago

DeMark, Joanne, and Christina Van Wingerden. "Strategically Preparing the Next Generation for Leading in a World of Social Change." In Encyclopedia of Strategic Leadership and Management, edited by Viktor Wang, 1719-1744. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-1049-9.ch120

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Abstract

This chapter, in five areas of focus, reports on one university's experience with developing student leaders through co-curricular paraprofessional experiences. First, college students' capacities for social change leadership (Higher Education Research Institute, 1996), as measured by the social responsibility leadership scale (SRLS) through the Multi-Institutional Study of Leadership (MSL) (Dugan, 2006) are reported. Secondly, qualitative data suggesting themes that further inform the favorable MSL results are described, and align with several high impact student leadership development practices cited in other research (Dugan, Kodama, Correia, & Associates, 2013). An innovative approach to obtain follow-up qualitative data is described, whereby the principal investigator combined celebration with data-gathering. Fourth, the authors describe an empowerment model in one department that aims to create environments where student leaders engage in action, critical self-reflection, and skills development. Finally, strategically leading away from a centralized student leadership development program by creating a complementary, consultative model for student leadership development in a university co-curricular division is described.

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