Leadership has always been a cornerstone of personal and professional development, and in today’s fast-paced, interconnected world, its importance has only grown. The path can seem daunting for King’s Collegians aspiring to assume leadership roles, whether as King’s College Student Club Executives, Associate Deans of Student Support, Residential Leaders or other roles.

In higher education college contexts, leadership opportunities abound. But leadership is more than holding a title; it’s about influence, responsibility, and making a positive impact on a community. In a globalised and rapidly changing environment, student leaders are uniquely positioned to shape not only their institutions but also the future of society.

Leadership at King’s provides students with a platform to practice decision-making, develop interpersonal skills, and hone the art of collaboration, all while contributing to something larger than themselves. Through leadership roles, students learn how to lead with integrity, communicate effectively, and inspire those around them. In addition to this, students are supported with innovative programs that allow them to think deeply about ‘how’ to lead.

Leadership theory has evolved significantly over time. For students aspiring to leadership positions, understanding these theories can provide a foundation for effective leadership practices.

Transformational leadership is one of the most influential contemporary leadership models. Coined by James MacGregor Burns in the late 20th century, it emphasises vision, inspiration, and the ability to change followers’ beliefs and behaviours to achieve shared goals (Burns, 1978). Transformational leaders motivate and engage their followers by focusing on higher-order intrinsic needs, like personal growth and self-actualisation.

For aspiring student leaders, transformational leadership is particularly relevant. College environments are dynamic and constantly evolving. Whether it's advocating for sustainability initiatives on campus or driving academic excellence within a student society, the ability to inspire and transform is essential.

Key attributes of transformational leaders include:

          Vision: Developing a clear and compelling vision for the future.

          Inspiration: Motivating others to work toward the vision.

          Personal Growth: Fostering an environment where others can grow.

Servant Leadership, introduced by Robert K. Greenleaf in the 1970s, flips the traditional power structure, prioritising the wellbeing and development of followers over the authority of the leader (Greenleaf, 1977). Servant leaders focus on empowering others and helping them realise their potential. In the context of college life, servant leadership encourages leaders to focus on service to their peers, emphasising listening, empathy, and stewardship.

This leadership approach aligns with the values of King’s and its community who are passionate about social justice, inclusivity, and community service. A servant leader on campus might work to create inclusive environments, prioritise the needs of marginalised groups, or organise initiatives that enhance student wellbeing.

Ronald Heifetz developed adaptive leadership as a way to describe leaders who thrive in uncertain and rapidly changing environments. Adaptive leaders focus on mobilising people to tackle complex challenges that lack straightforward solutions. In the context of higher education, where students and leaders alike are faced with evolving challenges, from mental health crises to the demands of remote learning, adaptive leadership is highly relevant (Heifetz, 1994).

Key traits of adaptive leadership include:

       Flexibility: Being able to pivot and adapt to new challenges.

       Resilience: Navigating setbacks without losing sight of long-term goals.

       Empowerment: Encouraging followers to think critically and creatively about solutions.

Emotional Intelligence (EI) and Diversity, Equity, and Inclusion (DEI)

In today’s leadership landscape, emotional intelligence (EI) has become a critical competency. Popularised by psychologist Daniel Goleman, EI is defined as the ability to recognise, understand, and manage one’s own emotions, as well as those of others (Goleman, 1995). Leaders with high emotional intelligence are better equipped to build strong relationships, manage stress, and navigate interpersonal dynamics.

For student leaders, emotional intelligence can be the key to creating an inclusive and supportive environment. Whether mediating a conflict between peers or providing emotional support during challenging times, emotionally intelligent leaders foster trust and collaboration.

In recent years, the importance of diversity, equity, and inclusion (DEI) has also gained significant attention in leadership discourse. Leaders today must not only value diversity but actively work to create environments that are equitable and inclusive. This involves understanding the unique challenges faced by marginalised communities and implementing strategies that promote fairness and access (Roberson, 2019).

For college students, DEI leadership may involve advocating for policy changes, creating safe spaces for underrepresented students, or leading initiatives that celebrate cultural diversity.

We are committed to diversity, equity and inclusion at King’s and one of our Associate Deans sits on our People, Culture and Engagement Committee to advocate within this space.

While understanding leadership theory is essential, developing practical leadership skills is equally important. Students at King’s may consider some of these skills when thinking about stepping into leadership roles for the first time.

Strong and effective communication skills are fundamental for any leader. This includes the ability to clearly articulate ideas, actively listen, and adapt communication styles to different audiences. College leaders often need to communicate with a wide range of stakeholders, including fellow students, past students, and administration.

Successful leadership often involves working within teams, making collaboration a critical skill. The ability to build consensus, manage diverse personalities, and facilitate cooperation is crucial for student leaders managing group projects or leading organisations.

Balancing leadership responsibilities with academic and personal obligations can be challenging. Effective leaders know how to prioritise tasks, manage their time efficiently, and delegate responsibilities when necessary.

Challenges faced by Student Leaders including creating balance

Aspiring student leaders should be aware of the potential challenges they may face and develop strategies for overcoming them. One of the most significant challenges for student leaders is balancing academic commitments with leadership roles. Effective time management, delegation, and self-discipline are essential in maintaining this balance.

Many first-time leaders struggle with feelings of self-doubt, commonly known as imposter syndrome. Building confidence and recognising that leadership is a continuous learning process can help students overcome these feelings.

Leadership often involves navigating conflicts and making difficult decisions. Student leaders must learn to mediate disputes, handle criticism, and make choices that are in the best interest of their community.

Building a legacy and the future of leadership

College leadership is not just about the immediate outcomes but also about building a lasting legacy. Aspiring leaders should think beyond their time in office and consider how their actions can have a long-term impact on their institution and community. Leadership in higher education is evolving rapidly, and students have more opportunities than ever to make a difference. 

Key Dates 2024

• ADSS & RL EOI’s Close – Friday 27 September
• ADSS & RL Interviews – 1-4 October
• KCSC Elections – Sunday 13 October
• EOI’s Open Club Captains, Social Media, Gym, KIP – Monday 14 October
• Returner’s EOI’s Close – Wednesday 16 October
• EOI’s close for Club Captains, Social Media, Gym, KIP – Monday 28 October

References

Burns, J. M. (1978). Leadership. Harper & Row.

Greenleaf, R. K. (1977). Servant Leadership: A Journey into the Nature of Legitimate Power and Greatness. Paulist Press.

Heifetz, R. A. (1994). Leadership Without Easy Answers. Belknap Press.

Ibarra, H., & Hansen, M. T. (2011). Are You a Collaborative Leader? Harvard Business Review, 89(7/8), 68-74.

Goleman, D. (1995). Emotional Intelligence: Why It Can Matter More Than IQ. Bantam Books.

Roberson, Q. M. (2019). Diversity and Inclusion in the Organisational Context: A Review and Critique. Group & Organisation Management, 44(4), 598-622.