Identifying college students self-leadership components

The purpose of this study was to identify the components of students' self-leadership. By adopting a qualitative approach, a systematic grounded theory approach was used to analyze the views of experts. Purposeful sampling was used to interview 20 experts in the field of higher education using snowball sampling. In order to achieve the goals of the research and data collection, the interviews as research instrument was used.   This was utilized by triangulation namely via semi-structured in-depth exploratory interviews, focus groups as well as literature review and background research. The data were analyzed using content analysis in GT approach in three stages of open, axial and selective coding. In the present study, the concept of student self-leadership was chosen as the central phenomenon. The findings of the study indicated that the involvement of experienced faculty members in formulating self-leadership programs, creating self-confidence and self-leadership fields through academic curricula through faculty-student interaction and designing training related to enhancing behavioral abilities including self-regulation of students in classrooms were causal factors affecting student self-leadership. Alongside causal factors, there are numerous environmental constructs in the three domains of intra-university, extracurricular and educational factors that play an important role in achieving the goal of student self-leadership. In addition, leadership style and aministration of universities, student participation and social skills are the underlying factors influencing student self-leadership. Experts believed that the need to pay attention to student self-leadership is an important task for higher education officials. Universities should be managed and led in a way that is self-directed as a culture and a part of the students' daily activities and as a benefit for all faculty and students.