Title: Ideal Student Leader

Welcome to the Ideal Student Leader!

What makes someone a good student leader? Is it knowledge? Confidence? Communication skills? The ability to organise others? Or perhaps the willingness to listen, question existing structures and create change?

There is no single right answer.

This game map invites you to explore different dimensions of student leadership and to reflect on your own strengths, attitudes and actions.

Your journey is divided into three areas:

HEAD – Skills & Knowledge
What does a student leader need to know and be able to do?

HEART – Values & Attitude
What attitudes and values shape responsible student leadership?

HANDS – Actions & Leadership Practice
How does a student leader turn ideas into action?

There is no perfect student leader. The aim is not to become “ideal” in every dimension, but to discover what effective and responsible student leadership can look like – and where you would like to grow.

Explore the map, complete the challenges and reflect on your own leadership journey!

Adapted from “Ideale*r Tutor*in” by Arbeitskreis Tutor*innenqualifikation Nordrhein-Westfalen (NRW), licensed under CC BY 4.0. Changes were made to the original material. Adapted and further developed within the NELS – Next Level Skills for Student Leaders project, also licensed under CC BY 4.0 ( Creative Commons Attribution 4.0 International Licence (CC BY 4.0) ).

Credits: by ChatGPT

Time Management Being a student leader often means balancing different responsibilities: your studies, student representation, meetings, projects and your own personal life. Good time management does not mean doing everything. It means setting priorities.

Time Management: Being a student leader often means balancing different responsibilities: your studies, student representation, meetings, projects and your own personal life. Please answer the following questions.

Q: You have an important exam next week, but your student organisation is preparing a major event. What would be the most effective approach?
- Prioritise your tasks, plan your study time and delegate responsibilities for the event where possible. (correct)
- Put your studies aside until the event is over.
- Try to do everything at the same time.
- Cancel all your responsibilities as a student leader.

Q: Your team keeps adding new ideas to a project, but the deadline is approaching. What should you do?
- Review the priorities, agree on what is essential and postpone less important ideas. (correct)
- Try to implement every idea.
- Stop the project completely.
- Let each team member work on their own ideas.

Q: Which strategy can help you avoid becoming overwhelmed as a student leader?
- Set priorities, communicate your limits and delegate tasks when appropriate. (correct)
- Say yes to every request.
- Keep all tasks to yourself so you can control the quality.
- Only work on tasks that you enjoy.

Student Leaders as a Bridge. Student leaders often act as a bridge between different groups. Students, university staff, decision-makers and external partners may have different perspectives, interests and needs. Click on the different hotspots.

Student Leaders as a Bridge. Student leaders often act as a bridge between different groups. Students, university staff, decision-makers and external partners may have different perspectives, interests and needs. Click on the different hotspots.

What might they need?

- Opportunities to participate
- Their voices to be heard
- Clear information
- Support with study-related challenges
- Representation of their interests
- Accessible ways to get involved

As a student leader:

Listen to different student perspectives and make sure that you do not only represent the loudest voices.

What might they need?

- Clear communication
- Constructive feedback
- Reliable information
- Realistic expectations
- Cooperation in solving problems

As a student leader:

Communicate student concerns constructively and look for solutions together.

What might they need?

- Evidence and concrete examples
- Clearly defined concerns
- Constructive proposals
- An understanding of institutional structures and constraints
- Reliable communication

As a student leader:

Turn student experiences into clear messages and realistic proposals.

What might they need?

- Shared goals
- Clear roles and responsibilities
- Reliable communication
- Coordination
- Mutual support

As a student leader:

Build connections and identify opportunities for collaboration

Tools and AI

Student leaders use a variety of tools to communicate, organise projects, collaborate and involve other students.

Can you match the tools with their typical purposes?

Digitale Tools fürs Tutorium

Sharing learning materials and organising online learning

Collecting feedback and information

Collecting and sharing ideas collaboratively

Interactive polls and gathering opinions

Artificial intelligence can support student leaders in many different ways – from generating ideas to analysing information and preparing communication.

But AI is a tool, not a decision-maker.

Sense of belonging

Creating a Sense of Belonging

Student leaders can influence whether people feel welcome, included and connected.

A sense of belonging grows when people feel that they are seen, respected and able to participate.

Which of the four settings creates the strongest sense of belonging?

Sense of belonging: Welches der dargestellten Lehr-Lern-Settings fördert Zugehörigkeit? Bitte klicke auf einen der vier Bildteile.

Role-Model: In the following dialogues, reflect on how your actions can influence others.

Student Leaders as Role Models

Student leaders are often observed by others – even when they do not consciously see themselves as role models.

Your behaviour communicates what you value.

In the following dialogues, reflect on how your actions can influence others.

Q: Student:
“I don't really feel comfortable speaking in front of everyone.”

What would you answer? Please think about it and then turn around the digital card.
A: Student Leader:
“I understand. You don't have to speak in front of everyone. Would you like to share your idea with me first, or contribute in another way?”

Reflection:
A good role model does not force participation. They create different opportunities for people to contribute.

Q: Team Member:
“I made a mistake in the project.”

What would you answer? Please think about it and then turn around the digital card.
A: Student Leader:
“Thanks for telling us. Let's look at what happened and see what we can learn from it.”

Reflection:
Student leaders model how teams deal with mistakes. Blame can create fear; a constructive response can create a learning culture.

Q: Student:
“You are the student leader, so you should make the decision.”

What would you answer? Please think about it and then turn around the digital card.
A: Student Leader:
“I can help us move forward, but I don't want to make the decision alone. Let's hear the different perspectives first.”

Reflection:
Leadership does not mean having all the answers. It can mean enabling others to participate in decisions.

Q: Team Member:
“I disagree with your idea.”

What would you answer? Please think about it and then turn around the digital card.
A: Student Leader:
“That's okay. I'd like to understand your perspective. What concerns you about the idea?”

Reflection:
Being a role model also means demonstrating how disagreement can be handled respectfully.

Group Dynamics: Student leaders rarely work alone. They bring people together, facilitate discussions and help groups work towards a common goal.

Understanding group dynamics can help you recognise different roles, handle tensions and create an environment in which everyone can contribute. Please answer the questions.

Q: During a meeting, one person speaks most of the time while several others remain silent. What could you do?
- Invite different perspectives and create opportunities for quieter members to contribute. (correct)
- Let the most confident person lead the discussion.
- End the discussion. (Durch strukturelle Maßnahmen ermöglichst du Beteiligung, ohne einzelne Personen bloßzustellen.)

Understanding group dynamics can help you recognise different roles, handle tensions and create an environment in which everyone can contribute. Please answer the questions.

Q: Two members of your team strongly disagree about how to proceed. What should you do first?
- Avoid the topic.
- Ask the whole group to vote immediately.
- Ask both sides to explain their perspectives and identify common goals. (correct) (Durch strukturelle Maßnahmen ermöglichst du Beteiligung, ohne einzelne Personen bloßzustellen.)

Understanding group dynamics can help you recognise different roles, handle tensions and create an environment in which everyone can contribute. Please answer the questions.

Q: A team member repeatedly does not complete their tasks. What is the most constructive first step?
- Discuss their behaviour with the entire group.
- Talk to them privately to understand the situation and clarify expectations. (correct)
- Remove them from the team. (Durch strukturelle Maßnahmen ermöglichst du Beteiligung, ohne einzelne Personen bloßzustellen.)

Understanding group dynamics can help you recognise different roles, handle tensions and create an environment in which everyone can contribute. Please answer the questions.

Q: What is an important role of a student leader in a diverse team?
- Avoid disagreements.
- Take all important decisions themselves.
- Create an environment where different perspectives can be heard and used constructively. (correct) (Durch strukturelle Maßnahmen ermöglichst du Beteiligung, ohne einzelne Personen bloßzustellen.)

Preparing Meetings – Drag & Drop

Preparing Effective Meetings

Good meetings rarely happen by accident. As a student leader, you can create the conditions for focused, inclusive and productive meetings. Drag the elements into the correct order.

Q: 1. Define the purpose
→ [...]
2. Identify who needs to be involved
→ [...]
3. Prepare the agenda
→ [...]
4. Share relevant information in advance
→ [...]
5. Clarify roles
→ [...]
6. Create space for participation
→ [...]
7. Agree on next steps
→ [...]

An effective meeting is not just about getting through an agenda. It is about creating a space where people can contribute and leave with clarity about the next steps.
A: What do we want to achieve?; Who should participate or contribute?; What topics need to be discussed?; What do participants need to know or prepare?; Who facilitates, takes notes or keeps track of time?; How can everyone contribute?; Who does what, and by when?

Resilience as a Student Leader – Dialog Cards

Resilience as a Student Leader

Student leadership can be rewarding – but it can also be challenging.

You may face criticism, conflicts, setbacks, time pressure or moments when your efforts do not lead to the expected results.

In these dialogue cards, reflect on challenging situations and explore possible ways of responding.

Q: Team Member:
“Your idea didn't work at all. We should have done it differently.”

What would you answer? Please think about it.
A: Student Leader:
“I’m disappointed too. Let’s look at what didn’t work and what we can learn from it.”

Reflect:
How can you respond to criticism without becoming defensive?

Q: Student:
“Only five people came to our event. Maybe nobody cares about the topic.”

What would you answer? Please think about it.
A: Student Leader:
“Five people are still five people we reached. Let’s find out what worked, what didn’t and what we could change next time.”

Reflect:
How can you turn a setback into a learning opportunity?

Q: Team Member:
“I’m frustrated. Nobody seems to listen to my ideas.”

What would you answer? Please think about it.
A: Student Leader:
“I’m sorry you feel that way. Let’s take some time to understand what has been happening and what would help.”

Reflect:
How can listening help de-escalate difficult situations?

Q: Team Member:
“Can you just do this task as well? You are already coordinating everything.”

What would you answer? Please think about it.
A: Student Leader:
“I could, but I don't think that would be helpful for the team. Let's look at how we can distribute the tasks fairly.”

Reflect:
Why can setting boundaries and delegating be important forms of leadership?

Feedback is an important part of student leadership. As a student leader, you may give feedback to team members, receive feedback yourself or communicate feedback from students to university staff and decision-makers. Which statements are true / false?

1

Q: Feedback should focus on the person rather than their behaviour.
A: false
If right: Effective feedback focuses on specific behaviours or situations rather than judging the person.

2

Q: Feedback should be specific and constructive.
A: true
If right: Specific feedback helps people understand what worked, what could be improved and what they can do differently.

3

Q: As a student leader, you should only give positive feedback.
A: false
If right: Constructive criticism is also important – when it is communicated respectfully and with the intention to improve.

4

Q: Feedback should be a dialogue, not a one-way message.
A: true
If right: Good feedback creates an opportunity to ask questions, clarify perspectives and learn from each other.

5

Q: Receiving critical feedback is also part of responsible leadership.
A: true
If right: Being open to feedback helps student leaders learn, adapt and improve.

HEAD – Skills & Knowledge

Start - Gelbe Zone: Wissen & Planung

What does a student leader need to know and be able to do?

HEART – Values & Attitude

Die Rote Zone: Das Herz (Werte & Haltung)

Which value is particularly important to you as a student leader? How does it influence the way you lead?

HANDS – Actions & Leadership Practice

Die Grüne Zone: Die Hände (Handeln & Aufgaben)

How does a student leader turn ideas into action?

You have explored different aspects of student leadership – from managing your time and using digital tools to working with others, creating belonging, dealing with challenges and giving feedback.

But there is no single formula for being an “ideal” student leader.

Effective student leadership is a continuous process of learning, reflecting, connecting and taking action.

Take a moment to reflect:

HEAD
What is one leadership skill you already feel confident about?

HEART
Which value is most important to you as a student leader?

HANDS & FEET
What is one action you want to take in your own student leadership?

One final question:

What kind of student leader do you want to be?