Enabling Tomorrow's Leaders: The Transformative Power of Immersive Educational Experience

This post is a little old, but like fine wine, it hopefully had some time to simmer. On 30 August 2024, I accompanied my second-year class to a Social Impact Symposium organised and hosted by the Division for Social Impact at Stellenbosch University. The theme was the symposium was “Defining, Understanding, and Implementing Social Impact at Stellenbosch University”. I write not to report about the Symposium but rather about how enabling spaces for student engagement broadens their worldview and enhances their sense of belonging within these professional environments.

From this visit, I became curious about:

1. What would be the impact of exposing second-year students, whose module focuses on Regenerative Leadership with a specific emphasis on facilitation?
2. How would they engage with stakeholders, particularly seasoned academics, and leaders from the NGO sector?
3. What happens when we remove the lecture from its familiar setting and immerse students in a real-world scenario?
4. Would hearing community stories inspire their drive to become changemakers in the world?

What I did realise was that such events bridge the gap between theoretical knowledge and real-world application, allowing students to step outside the traditional classroom environment. This was evident from their interactions with participants and asking insightful questions to the speakers.

What are the benefits of academic–student engagement?

1. Real-world application: The Symposium provided our students with a safe platform to apply the knowledge gained in the classroom. By engaging with speakers and stakeholders and drawing on their feedback, they hopefully gained insight into how theoretical concepts translate into practice. There was an incident during the session that became a real-life classroom learning opportunity where they could observe facilitation in action. This was priceless learning.
2. Building confidence: University is a time of self-discovery for many students. Cultural factors often shape how they engage with figures of authority, and in settings like these, they may feel intimidated when addressing their seniors. (I grew up never to address seniors by their first name – so, I understand the struggle for many whose culture precludes them from doing so.) I was delighted to observe how they articulated their questions and remained respectful while pushing the power dynamics between academics and students. This exposure is crucial for boosting self-esteem, which is essential for academic success and career readiness.
3. Networking opportunities: Some may wonder how second-year students could network with seasoned professionals. During the tea break, one of my students showed me a business card given to him by a professor from another institution. She invited him to an online meeting to discuss his engagement and possibly connect with her students to encourage them to become engaged. Events like these provide students with opportunities to network with professionals and peers, which could lead to mentorship, internships, and collaborations that enhance both their education and career prospects.
4. Skills development: Symposiums and other academic events cultivate essential skills like public speaking, critical thinking, and leadership. Standing up and asking a question requires courage, and such experiences help students learn to articulate their thoughts. They are reminded that no question is too silly to ask. Hopefully - some of us, can recall the moment when we broke through the fear of asking questions in new and public spaces.
5. Creating inclusive spaces: As I lean into the academic and leadership space, we are responsible for creating inclusive environments where students feel they have a seat at the table. Some students may initially be shy or uncertain about engaging in such spaces. This for many reasons is understandable. However, by creating a welcoming atmosphere and actively encouraging participation, we can help students overcome these barriers. I am a key champion of this for students whose secondary education did not provide such spaces for them to sit at the table; now they see it as possible.

During our debriefing session post-symposium, one student remarked, “I can call my granny and tell her that I now know why my chosen field is important”. She realised why what she was studying was important and had real-world application.

Our call to action as lecturers and leaders is to take an active role in facilitating these learning experiences for students. Someone, somewhere did it for us and it is our turn to extend a helping hand. We need to make theory come alive where students have space to engage and display their work with their peers and experts or thought leaders. If unable to be done, we need to challenge this educational paradigm.

In so doing, we contribute to nurturing the next generation of leaders in South Africa and across Africa. REMEMBER...

"All of us do not have equal talent, but all of us should have an equal opportunity to develop our talent" John F. Kennedy.