HomeBlogCEL Scholar Using Generative AI in Leadership Developmentby Amanda SturgillJanuary 24, 2025 Share: Section NavigationSkip section navigationIn this sectionBlog Home AI and Engaged Learning Assessment of Learning Capstone Experiences CEL News CEL Retrospectives CEL Reviews Collaborative Projects and Assignments Community-Based Learning Diversity, Inclusion, and Equity ePortfolio Feedback First-Year Experiences Global Learning Health Sciences High Impact Practices Immersive Learning Internships Learning Communities Mentoring Relationships Online Education Place-Based Learning Professional and Continuing Education Publishing SoTL Reflection and Metacognition Relationships Residential Learning Communities Service-Learning Student-Faculty Partnership Studying EL Supporting Neurodivergent and Physically Disabled Students Undergraduate Research Work-Integrated Learning Writing Transfer in and beyond the University Style Guide for Posts to the Center for Engaged Learning Blog Leadership is highlighted in higher education because educators believe leadership training matters in the job market. Research backs this up. Moody, Stewart, and Bolt-Lee (2002) found that leadership is one of the top five qualities employers look for and something graduates should highlight in interviews. And the value of leadership training extends beyond hiring and compensation: Gale and Bunton (2005) surveyed graduates from two universities and found that leadership ethics training they received as students influenced their professional actions. Leadership is also seen as a high-impact practice in education that contributes to student learning and growth, and educators have taken a variety of approaches to teaching leadership skills. AI can assist in data-driven decision-making, but human judgment remains crucial for value-based moral decisions (Wang 2021). Leaders in education need to develop new competencies, including both technical skills and soft skills, to effectively manage AI integration (Milton and Al-Busaidi 2023). AI applications in higher education include personalized learning, research acceleration, and administrative streamlining, but challenges in ethics and resources persist (Tarisayi 2023; Karakose and Tülübaş 2024). Innovative AI leadership education frameworks are being developed to prepare leaders for AI-driven organizational changes (Du et al. 2023). AI is reshaping leadership practices, promoting adaptability and data-driven approaches while raising ethical concerns (Madanchian et al. 2024). AI tools like large language models (LLMs) could be a part of leadership experiences for students, who could learn to use the tools to automate routine tasks, potentially generate content, and to support thinking for strategic analyses (Ilseven and Doz, 2023; Snidaro 2023). For students learning about policy, LLMs could inform simulations based on real cases for students to learn from. Here are six ways colleges and universities might support incorporating LLM tools to develop leadership: LLM Training Workshops: Offer cocurricular workshops to teach students how to effectively use LLM tools to create content, analyze data, and manage group projects. Integrate LLM Tools in Curriculum: Include guided use of LLM tools in courses, so students can get hands-on experience with AI. Reflection after this can develop understanding about how these tools might help or hurt in a professional setting. Collaborative Projects: Encourage student leaders to use LLM tools in team projects to streamline communication and enhance collaboration. By using AI to manage tasks and coordinate efforts, students can improve efficiency and teamwork. For example, LLMs can help students think through a list of tasks to accomplish a goal and to prioritize those tasks. Mentorship Programs: Pair students with faculty or industry mentors experienced in using LLM tools. Research Opportunities: Support student or student-faculty research projects that examine LLM use in leadership contexts. AI-Powered Student Organizations: Create student organizations or working groups focused on AI and leadership. They can try out LLM tools, share what they’ve learned, and develop leadership skills in a collaborative environment. References Du, X., S. Alghowinem, M. Taylor, K. Darling, and C. Breazeal. 2023. “Innovating AI Leadership Education.” 2023 IEEE Frontiers in Education Conference (FIE), College Station, TX, 2023. 1-8. https://doi.org/10.1109/FIE58773.2023.10343238. Gale, K., and K. Bunton. 2005. “Assessing the Impact of Ethics Instruction on Advertising and Public Relations Graduates.” Journalism & Mass Communication Educator 60(3): 272-285. https://doi.org/10.1177/107769580506000306. Ilseven, Ekin and Yves L. Doz. 2023. “How AI Large Language Models Can Change the Way We Strategise.” INSEAD Knowledge. Accessed 2025. https://knowledge.insead.edu/strategy/how-ai-large-language-models-can-change-way-we-strategise. Karakose, Turgut and Tijen Tülübaş. 2023. “School Leadership and Management in the Age of Artificial Intelligence (AI): Recent Developments and Future Prospects.” Educational Process. 13(1): 7-14. DOI: 10.22521/edupij.2024.131.1. Madanchian, Mitra, Hamed Taherdoost, Michele Vincenti, and Nachaat Mohamed. 2024. “Transforming Leadership Practices through Artificial Intelligence.” Procedia Computer Science 235: 2101-2111. https://doi.org/10.1016/j.procs.2024.04.199. Milton, Jeyarani and Arwa Al-Busaidi. 2023. “New Role of Leadership in AI Era: Educational Sector.” SHS Web of Conferences 156. https://doi.org/10.1051/shsconf/202315609005. Moody, J., B. Stewart, and C. Bolt-Lee. 2002. “Showcasing the Skilled Business Graduate: Expanding the Tool Kit.” Business Communication Quarterly 65(1): 21-33. https://doi.org/10.1177/108056990206500103. Snidaro, L. 2023. “ChatGPT Act as an Intelligence Officer.” 2023 IEEE International Workshop on Technologies for Defense and Security (TechDefense), Rome, Italy, 2023. 449-454. https://doi.org/10.1109/TechDefense59795.2023.10380914. Tarisayi, Kudzayi S. 2024. “Strategic Leadership for Responsible Artificial Intelligence Adoption in Higher Education.” CTE Workshop Proceedings 11: 4-14: https://doi.org/10.55056/cte.616. Wang, Y. 2021. “Artificial intelligence in educational leadership: a symbiotic role of human-artificial intelligence decision-making.” Journal of Educational Administration 59(3): 256-270. https://doi.org/10.1108/JEA-10-2020-0216. About the Author Amanda Sturgill, Associate Professor of Journalism at Elon University, is a 2024-2026 CEL Scholar focusing on the intersection of artificial intelligence (AI) and engaged learning in higher education. Connect with her at asturgil@elon.edu. How to Cite this Post Sturgill, Amanda. 2025. “Using Generative AI in Leadership Development.” Center for Engaged Learning (Blog). Elon University, January 24, 2025.