| Status | 已發表Published |
| Social Change Model of Leadership Development: Emerging socially responsible leaders? | |
| Wan, S. W. S.; Yeung, E. W. K. | |
| 2020-07-01 | |
| Source Publication | BELMAS Annual Conference 2020
 |
| Abstract | Nurturing students as leaders who strive for a just and sustainable society is a key mission of higher education. Consistent with the postindustrial leadership paradigm, the Social Change Model (SCM) of Leadership Development suggests leadership as a purposeful, collaborative, values-driven process that brings about positive social change (HERI, 1996). SCM serves as the conceptual framework of this study, as it is specifically designed for the development of college students as socially responsible leaders. SCM proposes 8”C”s, with three dimensions of leadership development, i.e. individual (consciousness of self, congruence, commitment), group (collaboration, common purpose, controversy with civility), and community (citizenship). In the student leadership programme (SLP) of a residential college of a public university in Macau (hereafter, “the College”), some students take up leadership roles to serve their fellow students by providing pastoral care, and by planning and executing activities that match the College’s educational goals. This programme fits with the principles of SCM that identifies service as a powerful means for building students’ leadership capacity. The objectives of this study are (1) to identify student leaders’ experiences and perceptions of a range of leadership values with the goal of positive social change, and (2) to co-design an ideal SLP from their perspectives. This study adopts a qualitative, participatory research method. Reflection exercises are regularly organised as an integral part of the SLP. As part of such exercises, four focus groups are arranged in the second semester of 2019/20, each with 4-5 student leaders. They are undergraduates from different faculties in their second year of study or above. Each focus group session consists of three parts. Rather than merely conventional interviews, visual data from individual and collaborative drawings are collected for a more holistic representation of abstract concepts, feelings and information. In part one of each focus group, the participants take part in an interactive warm-up activity to express how they perceive their college life experiences. In part two, each participant is asked to create sketches based on a theme to represent their idea of each “C” of the SCM (e.g. a fruit to represent “consciousness of self”, and a vehicle for “collaboration”). Upon completion, each participant elaborates their eight drawings one by one. This task is to interpret their perceptions and engagement with regard to different leadership values. In part three, the group of participants produce a collaborative drawing to illustrate an ideal SLP that would contribute to the leadership outcome of SCM. Both the interview transcripts and visual data are analysed and compared using the thematic analysis method. Results show that the student leaders directly and indirectly practise the values in the SCM. They also recognise specific areas for improvement. Higher education administrators are recommended to take into account the student leaders’ programme proposals that connect their observed realities with the SCM values that can nurture socially responsible leaders to work on a sustainable future. |
| Keyword | Social Change Model Leadership Development Student Development Residential College |
| URL | View the original |
| Language | 英語English |
| The Source to Article | PB_Publication |
| PUB ID | 54289 |
| Document Type | Conference paper |
| Collection | STANLEY HO EAST ASIA COLLEGE |
| Recommended Citation GB/T 7714 | Wan, S. W. S.,Yeung, E. W. K.. Social Change Model of Leadership Development: Emerging socially responsible leaders?[C], 2020. |
| APA | Wan, S. W. S.., & Yeung, E. W. K. (2020). Social Change Model of Leadership Development: Emerging socially responsible leaders?. BELMAS Annual Conference 2020. |
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