Professor Sharon Long , we often think of leadership as something that happens in a boardroom. Why do you believe it actually begins during a student’s college years?

Leadership doesn’t begin with a title—it begins with how you think and act.

University is often the first time students truly own their choices: how they use their time, how they show up in teams, and how they respond when things don’t go as planned. These are not small moments—they are the foundation of leadership.

I often tell my students: you are already leading—yourself, your habits, and your decisions. The question is whether you do it consciously or by default.

I frame it simply: leadership starts with focus, ownership, and impact—and all three can be practiced long before someone enters a boardroom.

You emphasize “Ownership” as a core pillar. How do you see students move from a passive learning mindset to taking real initiative?

The shift happens when students stop asking, “What do I need to do to pass?” and start asking, “What do I want to learn and create from this?”

Ownership begins when a student decides, “I’m responsible for what I take from this experience.” Not just completing tasks, but engaging, questioning, and applying.

In practice, it’s often a small—speaking up in class, leading part of a project, or connecting theory to something real. But that shift from passive to active is where leadership truly begins.

Maintaining focus is a major challenge for the “always-on” generation. What practical advice do you give students to help them build this skill for their future careers?

Focus is becoming one of the rarest and most valuable leadership skills.

I encourage students to start small: define one clear priority for the day, remove distractions for a set period of time, and finish what they start.

More importantly, focus needs to be connected to purpose. When students are clear on what matters and why, their attention follows.

In that sense, focus is not just about managing time—it’s about leading your attention.

Accountability can be a tough lesson to learn. How does the classroom environment at UIBS help students embrace responsibility for their outcomes?

Accountability becomes real when students can clearly see the connection between their actions and their results.

What I value in the classroom environment at UIBS is the emphasis on participation and real engagement, not just passive attendance. In the sessions, I encourage reflection, contribution, and shared responsibility—especially through group work.

Students experience directly how their level of engagement impacts outcomes, both for themselves and for others. It shifts accountability from something external—rules or grading—to something internal: “What is my role here, and how am I choosing to show up?”

That awareness is a critical step in leadership development.

For a young student reading this who wants to make an impact immediately, what is the first step they should take today?

Start small—but be intentional.

Choose one area of your life or work, and apply full ownership to it: be clear on what matters, follow through, and reflect on the result.

Leadership is not built in big moments—it’s built in consistent choices.

If I simplify it: focus on what matters, take ownership of your actions, and aim to create impact—no matter how small. That’s where it begins.