Development of leadership qualities of future specialists in the process of learning at higher education institutions
Year: 2025
Type: article
Abstract: The article is devoted to the conceptual analysis of the leadership phenomenon and the justification of theoretical and methodological foundations for developing leadership qualities in future specialists during their studies at higher education institutions. A comprehensive analysis of contemporary scientific approaches to understanding leadership has been conducted, revealing the absence of a single universal definition of this concept, which is conditioned by its multifaceted nature and contextual variability. Three main conceptual approaches to interpreting leadership have been identified: functional, processual, and systemic. Ten key aspects of leadership as a multidimensional phenomenon have been systematized, including coordination function, personal qualities, communicative competencies, behavioral activity, effectiveness, interactivity, mobilization capacity, social influence, power relations, and role differentiation. The variability of definitions of the concept "leader" in psychological-pedagogical discourse has been analyzed, and a generalizing interpretation of a leader as an individual with a high level of group recognition, capable of exerting effective influence on the collective for implementing common tasks, has been proposed. The absence of consensus regarding the definition of "leadership qualities" has been revealed, and various approaches to understanding them as socio-psychological personality traits or integrated personality formation have been systematized. The main obstacles of the traditional lecture-seminar learning model for developing leadership qualities have been identified, including passivity of education seekers, individualistic orientation of assessment, theoretical nature without practical application, lack of feedback on leadership behavior, and hierarchical relationships. The paradigmatic shift of Ukrainian higher education from knowledge-based to competency-based educational model has been substantiated. Three main conceptual positions regarding the possibilities of developing leadership qualities have been systematized: contextual approach (situational conditioning), genetic-deterministic approach (innate predispositions), and developmental approach (possibility of purposeful formation through educational programs). A five-component structure of leadership qualities of higher education seekers has been defined: personal-reflective (self-reflection, autonomy, internal motivation), motivational-purposeful (belief in effectiveness, achievement orientation), interpersonal-interactive (social interaction, emotional resonance), verbal-influential (communicative abilities, persuasion), and managerial-coordinational (planning, decision-making, coordination) components. Comprehensive criteria for evaluating leadership development (motivational, cognitive, practical-active, and personal-positional readiness) and a three-stage model of leadership development (value comprehension, potential actualization, practical implementation) have been presented. It has been substantiated that an effective leadership formation system requires the integration of innovative teaching methods, faculty training, creation of appropriate infrastructure, and leadership culture in the academic environment. The particular relevance of developing leadership qualities in the context of contemporary challenges, including the need for crisis leadership and readiness for post-conflict recovery, has been emphasized.
Author: Oleksandra Brukhovetska
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W7082990362