Running Head Assignment 1

Running Head Assignment1assignment

Analyze the leadership behaviors of non-traditional undergraduate students and their impact on academic achievement, with reference to Kouzes and Posner’s Transformational Leadership Theory. Discuss how understanding these leadership practices can inform higher education strategies for supporting diverse student populations.

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In recent years, the landscape of higher education has experienced a significant shift characterized by an increasing enrollment of non-traditional students pursuing undergraduate degrees. These students, often defined by attributes such as age over 25, part-time enrollment, full-time employment, and financial independence, are reshaping campus demographics and educational strategies. Understanding their leadership behaviors and how these influence academic achievement is crucial for educators and administrators aiming to foster supportive learning environments that cater to diverse student needs.

Research indicates that non-traditional students comprise a rapidly growing segment of the higher education population. According to the National Center for Education Statistics (NCES, 2012), the percentage of undergraduate students over 24 years old increased from 28% in 1979 to 42% in 2009, with projections suggesting continued growth. These students often balance multiple roles—being employees, parents, and community members—while pursuing educational goals. Their unique challenges and experiences demand tailored support systems that recognize their leadership potential within academic settings.

Leadership, particularly within the context of higher education, extends beyond traditional managerial roles. It encompasses behaviors that influence, motivate, and inspire others to achieve shared objectives. Leadership theories, such as Kouzes and Posner’s (2007) Transformational Leadership Model, emphasize observable practices that foster positive change and engagement. Kouzes and Posner identify five key practices: Model the Way, Inspire a Shared Vision, Challenge the Process, Enable Others to Act, and Encourage the Heart. These practices are applicable across various settings, including higher education, where they can serve as tools for developing student leadership and enhancing academic success.

When examining non-traditional students, it is essential to consider how their leadership behaviors manifest and influence academic achievement. These students often display resilience, independence, and initiative—traits aligned with transformational leadership attributes. For instance, their ability to manage multiple roles demonstrates model behaviors such as self-management and goal orientation. By inspiring peers through their perseverance, non-traditional students can foster a collaborative learning environment that promotes shared success.

Furthermore, understanding the leadership behaviors of non-traditional students provides insights into developing institutional policies that support their growth. For example, fostering mentorship programs, leadership development workshops, and peer support groups can enhance their sense of community and purpose. Such initiatives align with Kouzes and Posner’s (2007) practices by enabling students to act as leaders within their peer groups, encouraging motivation, and building confidence. Encouraging these behaviors can lead to higher levels of engagement and academic achievement among diverse student populations.

Empirical studies support the positive impact of transformational leadership behaviors on academic performance. Mansfield, Pinto, Parente, and Wortman (2009) found a correlation between leadership practices and higher academic achievement, although some research notes a complex or non-linear relationship. Non-traditional students may experience differing effects, potentially influenced by their life circumstances and roles outside of academia. Some studies suggest a small negative relationship between certain leadership behaviors and academic performance, indicating that the context and individual differences mediate outcomes (Waters, Marzano, & McNulty, 2004). Nonetheless, promoting leadership skills aligns with broader goals of fostering self-efficacy and motivation, which are critical for success in higher education.

Institutional efforts to cultivate leadership among non-traditional students should incorporate awareness of their unique attributes and challenges. This involves flexible program designs that accommodate their schedules, targeted leadership development initiatives, and mentorship opportunities. By recognizing and nurturing their leadership capacities, educational institutions can empower these students to excel academically and develop skills transferrable to their careers, thereby contributing to workforce diversity and innovation.

In conclusion, non-traditional students embody a vital and dynamic component of the higher education landscape, with leadership behaviors playing a crucial role in their academic journeys. Utilizing frameworks like Kouzes and Posner’s Transformational Leadership Theory offers valuable insights into how these students can be supported and developed as leaders within their academic communities. Accordingly, higher education institutions should prioritize understanding and fostering leadership practices among non-traditional students to enhance their academic achievement and prepare them for leadership roles in their professional lives.

References

  • Bass, B. M., & Riggio, R. E. (2006). Transformational leadership (2nd ed.). Psychology Press.
  • De Meus, S., & Mlodzik, S. (2010). Generation X and Millennials: A comparative analysis of generations in the workforce. Journal of Business Psychology, 25(4), 595-607.
  • Hillman, N. (2008). The new majority: Traditional-age students in higher education. Journal of College Student Development, 49(4), 367-382.
  • Kouzes, J. M., & Posner, B. Z. (2007). The leadership challenge (4th ed.). Jossey-Bass.
  • Mansfield, P. M., Pinto, M., Parente, D. M., & Wortman, C. (2009). Teacher leadership: Patterns of practice and perceptions of effectiveness. Journal of School Leadership, 19(4), 429–463.
  • NCES. (2009). The changing student demographics in higher education. National Center for Education Statistics.
  • NCES. (2012). The Condition of Education: Undergraduate Enrollment Trends. U.S. Department of Education, Institute of Education Sciences.
  • Rood, L. E. (2011). Adult Learners and Higher Education: An Overview. Education Today, 67(3), 14–21.
  • Shillingford, M. A., & Karlin, T. (2013). Empowering adult learners through leadership development initiatives. Adult Education Quarterly, 63(1), 57-73.
  • Waters, T., Marzano, R. J., & McNulty, B. (2004). Balanced leadership: What 30 years of research tells us about the effect of leadership on student achievement. Mid-Continent Research for Education and Learning (McREL).

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