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Leadership for Academic Success

Leadership for Academic Success. Corey Seemiller, PhD Director of Leadership Programs The University of Arizona. Competency Overview. Competency: Fundamental knowledge, attitude, or skill in a specific subject area .

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Leadership for Academic Success

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  1. Leadership for Academic Success Corey Seemiller, PhD Director of Leadership Programs The University of Arizona

  2. Competency Overview • Competency: Fundamental knowledge, attitude, or skill in a specific subject area. • Leadership competency models are used by nearly 75 percent of businesses (Conger & Ready, 2004). • Competency models are used across sectors-business, nonprofit, healthcare, education, military, law enforcement, library science, and hospitality. Examples include: • Arizona Nurse Leadership Model (Weston et al, 2008) • U.S. Air Force Wing Chaplains (Costin, 2009) • Core Competency Model for Libraries (Ammons-Stephens, Cole, Jenkins-Gibbs, Riehle, & Weare, 2009) • Many professional organizations use competency models (Ammons-Stephens et al, 2009).

  3. Purpose and Rationale

  4. SLC Creation • SLC 1.0 (2008) • 18 categories • 60 competency headers • Varied in dimensions • Document analysis to create list of competencies: • CAS Standards • Learning Reconsidered • Relational Leadership Model • Social Change Model of Leadership Development • 5 Practices of Exemplary Leadership • Program assessment data

  5. Methodology • 16,925 learning outcomes from 475 academic programs within 72 academic accrediting organizations coded • Council on Higher Education Accreditation • U.S. Department of Education • Association of Specialized and Professional Accreditors • Refined SLC list • Looked for frequency and prevalence of the refined list

  6. Accrediting Agencies (CHEA)

  7. Accrediting Agencies (DOE/ASPA)

  8. SLC Overview • SLC 3.0 (2011) • 8 categories • 61 competency headers • 4 dimensions of each header • Knowledge • Value • Ability • Behavior

  9. SLCs

  10. Results • 50% of all 16,925 outcomes have one or more SLCs (8540) • 84.4% of 475 academic programs have one or more SLCs • 98.9% of 72 accrediting organizations have one or more SLCs • 64.75% of all SLCs appear in at least one program (158/244) • 98.4% of all SLC headers appear in at least one program (60/61) • Confidence did not appear • Leadership: Word appears in 36.6% of all 72 accrediting organizations

  11. Average # SLCs Per Academic Program

  12. SLCs by Prevalence and Frequency

  13. Academic Success Predictors *Le, H., Casillas, A., Robbins, S.B., & Langley, R. (2005). Motivational and skills, social, and self-management predictors of college outcomes: Constructing the student readiness inventory. Educational and Psychological Measurement, 65(3), 482-508.

  14. Resources • Student Leadership Competencies Indicator: slc.webhost.uits.arizona.edu/quiz.php • Academic Program Search (search for competencies by academic program): slc.webhost.uits.arizona.edu/slcsbycareer.php • Leadership Competency Search (search for leadership opportunities by competency): slc.webhost.uits.arizona.edu/leadprogrambyslc.php • Leadership Program Search (search for competencies by leadership program): slc.webhost.uits.arizona.edu/leadprogrambyslc.php • Handouts based on UA Colleges and recommended leadership programs for particular majors is available at leadership.arizona.edu/slc

  15. Implications • Student involvement in leadership programs can contribute to the development of competencies that: • Can contribute generally to academic success (goal setting, collaboration) and/or are specifically expected for success in one’s academic program (Increased academic success is linked to higher retention, ACT, 2010) • Can contribute to academic integration as concepts learned in one setting (leadership program) are reinforced in another (classroom) (Increased academic integration can positively impact retention, Tinto, 1982) • Students can understand how the competencies they have and/or enjoy using are expected of their academic program (major congruence). • Do the competencies the student has fit with those needed in the academic program? • Are the competencies needed of interest to the student to develop and/or use? • Students can find a leadership program that will help them develop the competencies they need in their academic program.

  16. Questions? Comments?

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