Leadership is one of the critical skills that is emphasised not only in the educational sectors but also in the corporate world. According to Collier and Rosch (2016), leadership has become one of the most important areas of student development, a factor that has contributed to significant growth of leadership education (p. 35). In this regard, researchers and scholars in the educational sector have focused on identifying the critical skills and knowledge that students need in order to develop into better leaders. In particular, most academic institutions and scholars emphasise on the use of relationship-focussed and community-oriented leadership models (Collier & Rosch, 2016, p. 35). This literature review explores how students develop leadership skills in an academic environment. The review will also explore how such skills play an instrumental role in promoting student success.
领导力是一项重要技能，不仅在教育部门而且在企业界也受到重视。 根据 Collier 和 Rosch（2016 年）的说法，领导力已成为学生发展的最重要领域之一，这一因素促成了领导力教育的显着增长（第 35 页）。 在这方面，教育部门的研究人员和学者专注于确定学生发展成为更好的所需的关键技能和知识。 特别是，大多数学术机构和学者都强调使用以关系为中心和以社区为导向的领导模式（Collier & Rosch, 2016, p. 35）。 这篇文献综述探讨了学生如何在学术环境中培养领导技能。 审查还将探讨这些技能如何在促进学生成功方面发挥重要作用。
How students develop leadership skills
Despite the fact the leadership skills are among the most important skills that academic institutions seek to impart on students, Riutta and Teodorescu (2014) acknowledge that there is little research that has been conducted to establish how students acquire such skills in a diverse academic environment. This is particularly the case considering the fact that the modern academic environment consists of students from diverse backgrounds with respect to elements such as gender, race, cultural and geographical backgrounds. To begin with, Harper and Quaye (2007) identify student organisations as among the key out-of-class platforms that students rely upon to develop their leadership skills. Harper and Quaye (2007) further point to the element that such platforms allow students to gain and develop their cross-cultural communication skills, which are instrumental in supporting the development of their leadership skills in a diverse environment. Whereas this is the case, Riutta and Teodorescu (2014), in their study on how students in colleges acquire leadership skills, found out that contrary to expectation of most scholars and researchers, student involvement in many different types of organisations in their respective colleges has a negative impact on their leadership development. Therefore, whereas Riutta and Teodorescu (2014) agree with Harper and Quaye (2007) that student organisations and instrumental in helping students develop leadership skills, these researchers note that students need to limit their participation in such organisations to only a few to achieve better results as far as their leadership development is concerned. In other words, despite their importance, students have a role to play in making responsible choices to join student organisations for them to gain and develop their leadership skills.
学生如何培养领导能力
尽管领导技能是学术机构寻求传授给学生的最重要技能之一，但 Riutta 和 Teodorescu (2014) 承认，很少有研究来确定学生如何在多元化的学术环境中获得这些技能。考虑到现代学术环境由来自不同背景的学生组成，例如性别、种族、文化和地理背景等因素，情况尤其如此。首先，Harper 和 Quaye (2007) 将学生组织确定为学生赖以发展领导技能的关键课外平台之一。 Harper 和 Quaye (2007) 进一步指出，此类平台允许学生获得和发展他们的跨文化交流技能，这有助于支持他们在多样化环境中发展领导技能。鉴于这种情况，Riutta 和 Teodorescu（2014 年）在他们对大学学生如何获得领导技能的研究中发现，与大多数学者和研究人员的预期相反，学生在各自大学中参与许多不同类型的组织对他们的领导力发展产生负面影响。因此，尽管 Riutta 和 Teodorescu（2014 年）同意 Harper 和 Quaye（2007 年）的观点，即学生组织有助于帮助学生培养领导技能，但这些研究人员指出，学生需要将参与此类组织的人数限制在少数，以取得更好的成绩就他们的领导力发展而言。换句话说，尽管学生很重要，但他们在做出负责任的选择加入学生组织以获取和发展他们的领导技能方面发挥着作用。
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