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Appendix 6: Jan Persens (Session 11-4)
 
SYLFF ADMINISTRATORS' MEETING
December 9-12, 2002
Nippon Foundation, Tokyo
 
PANEL DISCUSSION ON LEADERSHIP
Initially, I was tempted to start this presentation by saying: "According to **** a leader is defined as ***." But, then I have often wondered whether leadership is not supposed to be instinctively understood. On the one hand, one is often shaken by the failures or weaknesses which sometimes border on disaster, of people who are generally viewed as leaders within their own contexts. On the other hand, every now and then , we are being inspired by positive examples set by individuals who are universally recognised as leaders. One can mention a few such individuals, but you run the risk of omitting major candidates. And, if not sufficiently complex, there is nowadays talk about external efforts at leadership or regime change which seems to be a consequence of globalization. This kind of situation might not be very helpful and, is indeed confusing for young students and others seeking to aspire to leadership roles at college and, eventually, in society at large.
 
So being somewhat scared to impose my own definition of leadership, I decided to start off by looking at some of the examples students would lodge if asked for evidence of their leadership potential or even actual roles. With our latest round of applications and selections of SYLFF fellows, the following are some examples of what. they mentioned: Executive members or chairpersons of organizations, both on- and off- campus and including NGOs, clubs, networks; initiating and participating in voluntary-work in their communities; and even membership of boards of trustees, especially among returning graduate students.
 
Broadly speaking, there are two aspects of leadership in South Africa which come strongly to the fore. First, the role of politics and second the extent to which managerial skills and social status are confused as forms of leadership. Then, given the increasing interaction across national and cultural borders, it is important that one reflects on the impact that such realities may or may not have on perceptions and conceptions of leadership within our local contexts.
 
First the role of politics: The intensity and longevity of the political and socio-economic struggle for justice and freedom in South Africa, had resulted in political popularity, perhaps more than any other criterion dominating our sense of leadership. One sometimes gets the impression that those who might excel in sport, business or other professions, are not viewed as 'real' leaders. In fact, having been a political prisoner or in exile, often guaranteed leadership status. Now, while people with such experiences had shown tremendous strengths of character, usually associated with leadership qualities, they could not be seen as the decisive leaders in many respects. There is however at least one notable exception: President Nelson Mandela. Not only is he a political leader but for many he is a moral leader, someone who would speak out against abuse of children women, the downtrodden and the subjugation of weaker countries by stronger ones. One of the consequences of the Mandela leadership figure is that the leadership aspirations and achievements of others are benchmarked against his. The extent to which this happened, is manifested by the way in which South Africa's present President, Mr. Thabo Mbeki has recently been described as having "few of Mandela's strengths. Alas, he is a very small man who tries to compensate with delusions of intellectual grandeur". (Robert Shire, Cape Times, 28/11/2002). While it may be unfair on Mr. Mbeki, there is a sense in which such benchmarking may lead to raising expectations about the characteristics of those considered as or who aspire to become leaders. The abuse of power and indulgence in corrupt activities by many so-called leaders, requires that the Mandela leadership icon be upheld as far as possible.
 
What does this approach mean for the definition, identification and cultivation of leadership within the SYLFF context of our University? From the South African vantage point, the following may be relevant:
While an excellent academic performance is a factor in them being considered for a SYLFF allocation, ethics forms a core aspect of being granted the status of a leader.
 
For a contrasting view, the Mandela name can again be invoked. However, this time I wish to mention the content and style of leadership associated with Mrs. Winnie Mandela over the past 10 years or so. Whereas her leadership role during the struggle for democracy was unquestionably inspiring, her subsequent role left much to be desired. She was almost pitching herself above the rule of law and displayed serious errors of judgement through which she eroded any sense of leadership one might wish to associate with her. Yet, in an almost perverse way, she has continued to command a following.
For SYLFF leadership identification purposes contradictions, which the Winnie Mandela phenomenon reveals, should be kept in mind when looking at leadership qualities among students. This should also serve as a warning signal that one would be looking for consistency and would be uncompromising in one's quest in identifying and nurturing leadership and students, though relatively young and inexperienced, should nevertheless be subjected to such scrutiny.
 
Within the South African context -and one would be interested to hear about the situation in other countries and cultures-- it has become common practice for quality management skills to be equated or interchangeably used with leadership. Within the South African context it is often expected of leaders to assume managerial positions. Furthermore being a good manager is often juxtaposed to be well-organised. It is, therefore, important that students be made aware of the crucial difference between the two concepts and the associated expectations. This distinction is crucial since one often hears how excellent leaders depend on the organizational or managerial skills of others.
SYLFF fellows need to be probed on their understanding of the subtle differences associated with excellent leadership, good management skills and being a good organiser.
 
Secondly, it is true that culture and tradition shape concepts and behaviour even in leadership. For example, within most African cultures showing respect to those known as or considered to be leaders is a given. Such gestures of respect often take on a form of subjugation which, in the minds of outsiders, may be viewed as bordering on abuse. The recent well-publicised case of a young Swazi woman who was allegedly abducted because the King chose her as the latest one of his ten or so wives is an excellent example of the abuse of leadership informed by tradition. In fact, apparently in this case the King did not follow tradition which requires him to consult with the parent(s) if a young woman is still considered as a minor.
From the SYLFF perspective, mechanisms should be devised to probe students' views on the 'flght' to subjugate others as part of their perception of leadership.
 
Perhaps, one of the most interesting aspects of leadership is the challenge of dealing with the pervasiveness of the globalization and dominance of western cultures, especially as a result of technological advances, for which developing nations are seldom responsible. Earlier I referred to leadership or regime change. I do not even want to elaborate on the justification of this new trend in world politics. Something, which is perhaps equally bizarre, is the fact that so-called celebrities are, almost unquestionably, afforded leadership status and, even paraded as such. Their opinions are often sought on subjects completely beyond their comprehension or abilities. This leads to a cheapening of what might be considered as an opinion from a leadership position or the erosion of criteria associated with leadership status. Globalization and internationalization are bound to have particular impacts on education in both developed and developing countries. In fact, internationalization in education is in certain countries viewed as part and parcel of their governments economic or, at least, foreign relations policies.
SYLFF students at universities in developing countries, and, indeed in developed countries, should be aware of the unintentional negative impact of globalization or internationalization, and they must be called upon to express their views on these.
 
Given the above, let me briefly refer to our criteria with respect to the leadership aspect. Of course, academic excellence is considered first and foremost. Leadership is mostly defined in terms of (senior) positions occupied in public, private, community, sport and educational organizations. The quality of leadership is often measured in terms of decisions taken, especially if such decisions are meant to or lead to major positive changes within society and industry or human conditions. The committee usually looks at students ' leadership involvement in student organizations, be it academic, political, religious, sport or social as well as their community involvement. We are perhaps in a fortunate situation in that a number of our graduate students are returning students who have sometimes already occupied leadership positions of various sorts.
 
Students are required to relate their leadership activities in an essay and should also provide the name of a referee whom the committee can consult, if deemed necessary. Students are particularly asked to reflect upon the effectiveness of their leadership. Special reference should be made on how they would improve or restructure their organizations, i.e., if required.
 
I hope that you have found some food for thought and am looking forward to your comments.
 
Jan Persens
December 2002







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