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University students’ socially responsible values and capacities for service leadership
Author(s)
Date Issued
2014
Citation
Leung, J. Y. H., & Cheung, W. L. (2014 May 15). University students’ socially responsible values and capacities for service leadership. International Conference on Service Leadership Education for University Students: Experience in Hong Kong, The Hong Kong Polytechnic University.
Type
Conference Paper
Abstract
Historically, leadership theories tend to identify leadership as innate traits or the behaviour of
an individual holding a position or a title. The post-industrial approaches to leadership, like
the SLAM framework of service leadership (HKI-SLAM, 2013) or the social change model
of socially responsible leadership (Dugan & Komives, 2007), conceive leadership as a
process of development that can be learned and is accessible to all people. The new
approaches also associate leadership with ethically-oriented values, service competency,
multi-directional relationships, community involvement, and transformational change. In
essence, leadership is a relational way to effect positive change for self, others and the
community. While the ultimate goal of leadership is change, service is the vehicle, and
education is the cornerstone of leadership development. Critically, all educational programs
and leadership training are value-based. The SLAM framework of service leadership and the
social change model of socially responsible leadership, for example, both embrace common
civic values such as self-awareness, morality, righteousness, commitment, care and respect
for others, collaborative relationships, and social responsibility for the common good (HERI,
1996; HKI-SLAM, 2014).
This paper discusses the socially responsible values of CityU’s students and analyses the
influence of university life and education on students’ capacities to engage in leadership
development. Conceptually, the study adopts the social change model of leadership, a
framework for leadership development which is widely used in American higher education
(HERI, 1996; Dugan & Komives, 2010; Association of American Colleges and Universities
[AACU], 2007). The social change model of leadership development is congruent with
SLAM’s definition of leadership, both of which define leadership as a value-based process
for the purpose of self-enhancement (individual), service to others (group), collaborative
actions (community) and positive social change (HERI, 1996; HKI-SLAM, 2013). Moreover,
both approaches are specifically designated for use in university students’ leadership training
and development. The survey instrument used in this study aims to capture data related to students’ (1)
demographic characteristics, (2) experience and involvement in university life, (3) knowledge
about service leadership and social entrepreneurship, (4) socially responsible values
(including consciousness of self, congruence, commitment, collaboration, common purpose,
controversy with civility, citizenship), (5) attitude toward change, and (6) leadership efficacy.
The main focus is to examine the correlations, if any, among these variables and to analyse
the influence of education and university experience on the outcomes – that is, students’
capacity to engage in socially responsible or service leadership. The findings will make a
contribution to the existing literature and leadership training programs in Hong Kong’s higher
education sector.
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