Leadership In Affairs Research Articles

The Overlooked Influence of Advising and Supporting Upon Leadership in Student Affairs

This study develops and validates a model explaining how the organizational and human resources, advising and supporting, and personal and ethical foundations competencies influence leadership in student affairs. The most notable finding from this study is the overlooked and powerful influence of advising and supporting upon leadership. The results reveal that a key pathway to developing leadership in professionals is to develop their ability to advise and support students, faculty, and other administrators on campus.

Exploring the Higher-Level Leadership Inside the Student Affairs Department at International Universities in Europe

Student Affairs divisions at universities experience the highest number of turnover in Human Resources: people come to work and do not stay more than a year in their job positions due to burnout, overload of responsibilities, and insufficient resources. Considering that Student Affairs` leadership is hierarchical, Student Deans and Department Directors are often overlooked as people who might experience similar feelings as other workers in the division. There is no research about the experiences of higher-level leaders in Student Affairs. Therefore the main question of this qualitative study was, “What does it mean to be a department head?” In this study, five higher-level leaders in Student Affairs at International Universities in Europe answered a few questions about their meaning, experiences, and desirable changes that they need in their position during the semi-structured interviews. The thematic analysis was used to code the interviews and converge the codes in themes and subthemes. As a result, five themes emerged and included: meaning, responsibility, relationship, mental health, and changes. The findings contribute to a broader understanding of the experience and needs of workers in higher-level leadership positions in Student Affairs to increase the retention rates at Student Affairs. Considering the constantly changing nature of things in Student Affairs, research that includes more universities across Europe is needed to identify and address the needs of professionals specifically in Student Affairs at International Universities.

Discover how intro to psych lessons can apply to student affairs leadership

The American Psychological Association estimates more than 1 million students take Introductory Psychology annually. Psych 101 syllabi expose students to dozens of lessons spanning the broad field of psychology.

Navigating Indonesia-United States relations, 1967-1969

Individuals not holding formal positions are often overlooked in studies of international relations, where the focus is generally on Heads of State, foreign ministers and accredited professionals attached to diplomatic services. Indeed, it is an anomaly for an individual, and certainly a non-national, to act as an envoy for one government, and for that intermediary to be attached great importance by another foreign government. Such an abnormality was Clive Williams, President Soeharto of Indonesia’s Australian Whisperer. Williams has never been mentioned in a single diplomatic, political or historical account of United States-Indonesia relations. But as shall be seen, he was an extremely effective and indispensable intermediary for both countries as they moved towards closer relations in the late 1960s. The practice of a non-national assisting a national leader in international affairs is a fascinating concept.

Europe’s China Problem: How Not to Feed Beijing’s Military–Civil Fusion

This essay explores the question of restricting China’s access to European dual-use technology. Under Xi Jinping, the Chinese Communist Party is transforming China into a techno-security state. The country’s innovation-driven development strategy and strengthened push for military–civil fusion, fuelled by powerful industrial policies, have made technology exchanges with China a challenging policy issue in Europe. The issue is not only a bilateral one with China – it constitutes a challenge for the management of the transatlantic alliance as well, given that US intervention has at times been a decisive factor shaping European policies vis-à-vis China, mostly through targeted action regarding specific issues of technology transfers. The European Union has developed a toolbox of defensive instruments in the past five years to address asymmetries and imbalances in EU–China trade and investment relations, providing European decision-makers with the instruments to manage technology transfers to China. This toolbox still needs to be perfected, however. The EU is only now starting to develop a political narrative linking China’s military build-up, its powerful industrial and innovation policies, and Xi’s vision for Chinese leadership in world affairs. In the absence of a shared European vision, technology transfers will remain a sporadic irritant in transatlantic relations.

Improving Quality Education in Rural South African Schools through Shared Leadership Style: A Case Study of Three Rural Secondary Schools

This paper discussed how to improve the quality of education in rural schools in South Africa by advocating for the inclusion of community-based leaders (CBLs) such as traditional leaders, religious leaders and business leaders in school affairs by principals. The study was premised on the observation that principals lack the competencies and capabilities to share leadership with community-based leaders such as traditional, religious and business leaders. The exclusion of community-based leaders in crucial decision-making processes resulted in poor learner performance. The study was grounded on the assumption that sharing leadership expertise by principals would sustain quality learning and teaching culture in rural schools. The belief is that community-based leaders are the most respected people in their communities and therefore their voices can be heard when it comes to parent participation and combating social ills in schools. The study was conducted purposely in poor-performing rural schools whereby community-based leaders were excluded in school matters. A phenomenological study with an interpretive-constructivism paradigm was conducted to establish sustainable principals’ shared leadership roles for quality education. Data collected through interviews in three schools were thematically analysed and it revealed that: Principals lack competent and capable leadership skills to include community-based leaders in school matters. Also, social ills prevail which affect learning and teaching negatively. Furthermore, community based-leaders were only invited when there was a crisis and once the crisis solved, their input was no longer needed. Thus, the authors recommended that the Department of Basic Education could spend more resources on training rural school principals about the importance of including community-based leaders in crucial decision-making processes to improve and sustain quality education in rural areas. The authors also recommend ZiCBLs Model for the improvement of quality education in rural areas. Keywords: Shared Leadership, Community-Based Leaders, Competencies, Capabilities, Quality Education.

The Lived Leadership Experience of Women Senior Student Affairs Administrators

This qualitative study grounded in feminist theory uses narrative inquiry to explore the stories of 26 senior women student affairs leaders. We tell the collective story we heard participants bring forward by describing plotlines that reverberated across their accounts. We call these plotlines: Experiencing Communication through Gendered Problematic Frames, Emotional Labor, and Impact on Career Trajectory. The collective narrative offers current and future administrators a better understanding of how women leaders navigate their roles and the gendered nature of leadership.

Women and Political Leadership in Islam: Ma'nā-cum-Maghzā Critical Hermeneutic Study

This paper describes and analyzes the textual-contextual h}adīth on the prohibition of women’s leadership in the public sphere. This study is a critical hermeneutic with the theory of ma‘nā-cum-maghzā, by making the literal origin (historical meaning, explicit) the starting point for understanding the central message of the text (implied meaning). The results of this paper indicate that women may become leaders in public affairs because textually and linguistically, the word lan yufliḥ, which means ‘will not be successful,’ in the h}adīth does not apply permanently (mu’abbad), but only temporally (mu’aqqat). Contextually, the h}adīth prohibited women from becoming leaders because the condition of women at the time of the h}adīth did not allow them to handle social affairs due to the lack of knowledge and experience and the existence of deceit and greed, which could happen to anyone who had ambitions of power, men as well as women. Meanwhile, nowadays, many women have the expertise, knowledge, and managerial-organizational experience to support these matters.

Belt and Road Initiative: Advantages and Disadvantages for Indonesia

The Belt and Road Initiative, formerly known as One Belt One Road (OBOR), is a crucial element of President Xi's "Major Country Diplomacy" policy. This policy aims to enable China to take on greater leadership in global affairs as a result of its growing power. The BRI's objective is to foster collaboration and joint development between China and countries in Asia, Africa, and Europe. The launch of the BRI coincided with ASEAN's vigorous promotion of its Masterplan for ASEAN Connectivity (MPAC), a strategy aimed at enhancing intra-ASEAN links. There is an opportunity to combine these efforts in a way that respects each other's borders and sensitivities. Indonesia and China are among the four most populated countries in the world, and the BRI will play a crucial role in their bilateral relations. The partnership between China and Indonesia holds great potential in areas such as trade, economy, technology, education, social services, and culture. This process has advantages and disadvantages for Indonesia, which will be discussed in this article, along with the way forward.

Students look to student affairs leaders, especially in challenging situations

Difficult situations unfortunately come with the territory in student affairs. The biggest challenges for Edee Schulze, Ph.D., Vice President for Student Life at Westmont College in Santa Barbara, California, have involved student death, students grappling with serious physical and mental health issues, and natural disasters such as fires and mudslides.

Engaging All Stakeholders to Create a Trusted, Data-Driven, Process Improvement Approach to Addressing Learner Mistreatment

Problem: Learner mistreatment has remained an ongoing challenge in academic medicine despite accreditation requirements mandating that every program has systems in place to prevent and respond to mistreatment. While efforts vary across institutions, much remains unanswered in the literature about best practices. Additionally, for the foreseeable future, challenges in the learning environment will likely continue and potentially worsen, given the confluence of multiple external stressors including the COVID-19 pandemic, faculty burnout and general political divisiveness in the nation. It is essential, therefore, to focus on indicators of improvement via process metrics such as knowledge and awareness of mistreatment policies and procedures, willingness to report, reasons for not reporting, and satisfaction with having made a report, while simultaneously focusing on the more complex challenge of eliminating mistreatment occurrences. Intervention: We describe the aspects of our mistreatment prevention and response system first implemented in 2017 along with process and outcome measures. The interventions included expanding our policy outlining appropriate conduct in the teacher-learner relationship; a graduated response protocol to allegations of mistreatment with a clear escalation approach; an online reporting system; a graduate medical education exit survey which mirrors the AAMC Graduation Questionnaire on mistreatment; a robust communication and professional development campaign; a comprehensive data dashboard; and a comprehensive summary report dissemination plan. Context: The interventions were implemented at the largest allopathic medical school in the U.S., with nine campuses across the state. The system is available to all learners, including medical students, graduate students, residents, and fellows. Impact: Both institutional and national data sources have informed the continuous improvement strategies. Data from internal reporting systems, institutional surveys, and national data are presented from 2017 to 2021. Findings include an increasing number of incidents reported each year, including confidential reports from students who include their contact information rather than report anonymously, which we view as an indicator of learner trust in the system. Our data also show consistent improvements in learners’ awareness of the policy and procedures and satisfaction with having made a report. We also include other data such as the nature of complaints submitted and timeliness of our institutional response. Lessons Learned: We present several lessons learned that may guide other institutions looking to similarly improve their mistreatment systems, such as a close partnership between faculty affairs, diversity affairs, and educational affairs leadership; communication, professional development, and training through multiple venues and with all stakeholders; easily accessible reporting with anonymous and confidential options and the ability to report on behalf of others; policy development guidance; data transparency and dissemination; and trust-building activities and ongoing feedback from learners.

노태우 정부의 ‘3당 합당’에 관한 헌정사적 고찰

As a result of the “April 26 National Assembly Election” in 1988, out of a total of 299 seats, the Democratic Justice Party of Korea won 125 seats while 70 seats for the Party for Peace and Democracy, 59 seats for the Democratic Party got, 35 seats for the Republican Party, and one seat for the Hankyoreh Democratic Party. Nine seats were assigned to nonpartisan representatives. For the first time since party politics settled in Korea, the ruling party has failed to secure a majority of seats. The political situation of the so-called “Minority Government(the ruling party is small and the opposition party is large)” was formed. Under the Minority Government, neither the ruling nor opposition parties could solve anything independently, including passing the bill, and the bill could only be passed if the ruling and opposition parties agreed through discussions and compromise. That period was the most efficient operation of the National Assembly in Korean constitutional history. It was the heyday of so-called “political cooperation”. At that time, cooperation was operated correctly in the ruling and opposition parties' political affairs, allowing them to make breakthroughs in political, diplomatic, and national defense fields such as the “Inter-Korean Basic Agreement”, “Two Koreas’ Simultaneous Joining of the U.N.”, and “Clearance of the Fifth Republic Corruptions”. The ruling and opposition parties' political situation, which was formed from the 13th National Assembly election, was an opportunity for the Korean constitutional process to change into a process of communication and compromise with the opposition parties, not a unilateral dominance of the ruling party. The merger of the three parties is attributed to the desires of the President and the ruling party to secure leadership in national affairs and the opposition leaders who led the merger. The merger of the three parties during Roh Tae-woo's regime has resulted in distrust of party politics and destabilization of the Korean party system, including the merger of political parties according to their interest and the production of migratory politicians in each election. This paper aims to analyze the achievements of political cooperation made under the Minority Government since the inauguration of the Roh Tae-woo government in 1988, and the achievements of the “Three-party Merger” made thereafter in terms of constitutional history.

History of the Neighbourhood Police Officers’ Service 1. The Beginnings

Aim: The purpose of the present study is to show how the district commissioner, a representative of the service that blurs the boundaries between disciplines and service branches, was born and how the complex policing mindset that formed the basis of it was created.Methodology: Numerous, critical and evaluative writings on the new form of service have been published by contemporary experts, providing an excellent source for presenting the eventful initial period of a revolutionary form of service that began in the specific circumstances of a particular system of the past. In terms of methodology, the work is based on document analysis, in addition to the literature, the official legal sources of the period are also analyzed, using the method of historical and systematic processing.Findings: In the early 1950s, it was recognized that the law enforcement tools previously used were no longer able to effectively meet citizens’ need for public safety and to deal effectively against the post-war crime structure. Therefore, in the political easing that took place in 1953, the actual home affairs leadership was committed to reforms. As a result, the practice of the police’s public order specialization changed, as the area responsibility system and then the neighbourhood police officers’ service built on its ruins professed completely different principles and methods compared to previous forms of service. After the introduction of the neighbourhood police officers’service in 1954, the decade was about finding a way out of childhood illnesses. Although the neighbourhood police officers’ service was created as an example, a system already operating and proven in the Soviet Union, this form of service could not be adopted without modification, so it seemed necessary to adapt it to the specifics of Hungarian society.Value: As a result of the review of the development history of the service form, we can draw conclusions about the purposefulness and effectiveness of the current operation.

Aligning quality improvement efforts and policy goals in a national integrated health system.

To describe the design and impact of a systematic, enterprise-wide process for engaging US Department of Veterans Affairs (VA) leadership in prioritizing scarce implementation and evaluation resources. From 2017 to 2021, the VA Quality Enhancement Research Initiative (QUERI) identified priorities from local, regional, and national leaders through qualitative discussions and a national survey and tracked impacts via reports generated from competitively funded initiatives addressing these priorities. Guided by the Learning Health System framework and QUERI Implementation Roadmap, QUERI engaged stakeholders to nominate and rank-order priorities, peer-reviewed and funded initiatives to scale up and spread evidence-based practices (EBPs) using theory-based implementation strategies, and evaluated the impact of these initiatives using the QUERI Impact Framework. QUERI collected priority nominations through qualitative discussions and a web-based survey, and live voting was used to rank-order priorities. QUERI-funded teams regularly submitted progress reports describing the key activities, findings, and impacts of the quality improvement (QI) initiatives using a standardized form created in the VA Research Electronic Data Capture (REDCap). QUERI launched five QI initiatives to address priorities selected by VA leadership. In partnership with 28 health system leaders, these initiatives are implementing 10 EBPs across 53 sites, supporting 1055 VA employees in delivering evidence-based care. The success of these initiatives led to an expansion of QUERI's process to address 2021 VA leadership priorities: virtual care, health disparities, delayed or suppressed care due to COVID-19, employee burnout, long-term and home care options, and quality and cost of community care. QUERI, a unique program embedded in a national integrated health system, deployed a novel approach to inform policy making and enhance the real-world impact of research through prioritization of limited resources, rigorous peer-review, and assessment of impacts on the health system, employees, and Veterans.

A Framework for Developing Antiracist Medical Educators and Practitioner-Scholars.

With an increasing awareness of the disparate impact of COVID-19 on historically marginalized populations and acts of violence on Black communities in 2020, academic health centers across the United States have been prioritizing antiracism strategies. Often, medical students and residents have been educated in the concepts of equity and antiracism and are ready to tackle these issues in practice. However, faculty are not prepared to respond to or integrate antiracism topics into the curriculum. Leaders in faculty affairs, education, diversity, and other departments are seeking tools, frameworks, expertise, and programs that are best suited to meet this imminent faculty development need. In response to these demands for guidance, the authors came together to explore best practices, common competencies, and frameworks related to antiracism education. The focus of their work was preparing faculty to foster antiracist learning environments at traditionally predominantly White medical schools. In this Scholarly Perspective, the authors describe their collaborative work to define racism and antiracism education; propose a framework for antiracism education for faculty development; and outline key elements to successfully build faculty capacity in providing antiracism education. The proposed framework highlights the interplay between individual learning and growth and the systemic and institutional changes needed to advance antiracist policies and practices. The key elements of the framework include building foundational awareness, expanding foundational knowledge on antiracism, embedding antiracism education into practice, and dismantling oppressive structures and measuring progress. The authors list considerations for program planning and provide examples of current work from their institutions. The proposed strategies aim to support all faculty and enable them to learn, work, and educate others in an antiracist learning environment.

Teaching leadership with popular culture: Practical lessons from Harry Potter

ABSTRACT The scholarship on using popular culture – specifically from films – as an effective educational tool to enhance teaching opportunities that link leadership theory to practice has gained traction in the past decade. This article extends the discourse and uses Harry Potter, the cultural phenomenon fantasy film series, as a source of teaching material apt with practical lessons in leadership. A content analysis of the 8-film series found 151 leadership scenarios that can be used as models in which leadership theories and approaches can be recognized, applied, and promote classroom discussion. However, seven specific clips are showcased to recognize a limited number of leadership theories and approaches frequently taught in a public affairs leadership classroom. They include the situational and behavioral approaches to leadership, leader-member-exchange theory, authentic leadership, team leadership, transformational leadership, and race/culture in leadership.

STUDENT AFFAIRS LEADERSHIP EDUCATORS’ NEGOTIATIONS OF RACIALIZED LEGITIMACY

Critical and justice-oriented approaches to leadership are incomplete without attention to racism and racialization. This study employed basic qualitative inquiry to examine racialized legitimation within student affairs leadership education through lenses of whiteness as property and legitimacy. Findings detail how leadership educators sought to gain and/or maintain legitimacy and the ways racialization is embedded in these processes through professional experiences, leadership knowledge, and identity. Implications for research and practice are discussed.

THE PLACES AND SPACES STUDENT AFFAIRS PRACTITIONERS SHOULD LEARN AND PRACTICE LEADERSHIP EDUCATOR COMPETENCIES

Although leadership education typically is not explicitly incorporated into student affairs preparatory programs, student affairs practitioners are expected to facilitate the leadership development of their students. Thus, through two simultaneous Delphi panels, Group A: Student Affairs Practitioners (n=17) and Group B: Student Affairs Preparatory Program Faculty (n=20), this study explored the places or experiences where student affairs practitioners should learn and practice the professional competencies needed to be a student affairs leadership educator. Both expert panels agreed the graduate assistantship was the most important place to learn and practice how to be a leadership educator. Yet these findings demonstrate a gap between research and practice within student affairs preparatory programs. Four recommendations are provided to strengthen the professional preparation of student affairs practitioners as leadership educators.

Be committed, intentional, and patient: Creating a diverse academic affairs leadership team

Diversification of academic affairs leadership teams is essential to increasing a sense of belonging among students, faculty, and staff, as well as promoting an environment in which new ways are used to think about old problems. These opportunities lead to more productive, engaged, and innovative teams, allowing institutions to attract and retain more talented and diverse faculty, staff, and students. It also increases the ability of students, upon graduation, to compete in an ever‐changing global environment.

Learning from the Mediators: How Student Affairs Staff at Christian Colleges Combine Care and Conviction in Their Responses to LGBTQ+ Students

The relationship between faith-based institutions and students who identify as LGBTQ+ has attracted considerable attention of late. Most of this scholarly attention, however, has focused upon the students themselves. In this article, we examine the contemporary experience of 371 student affairs leaders (SALs) who serve as the primary mediators between the desires and demands of LGBTQ+ advocates, scholars, and students, and the policies of current administrators. This article reports on previously unexplored data from a larger grounded theory study on Christ-enlivened student affairs to answer the research question: How do SALs at Christian universities approach LGBTQ+ students in light of the Christian mission of their institutions? Data were collected using a qualitative questionnaire of 301 SALs, as well as extended interviews with 70 SALs. Participants’ moral/theological responses included a collection of Christian virtues and rules. They indicated a range of helpful practices—including how they handled campus groups—but generally agreed on the dearth of training and education they had received on the topic. In our discussion, we compare our findings to the recommendations of previous scholars before elaborating our own list of recommendations. Our suggestions for Christian campuses include a re-imagined policy statement, a commitment to education rather than training, a focus on the spiritual needs of students, and some recommendations for LGBTQ+ campus groups.