Change Model Of Leadership Development Research Articles

Catalysts of Social Change: Examining Leadership Development in Service-Learning

The world direly needs leaders as agents of change in a society characterized by disparities in the quality of life due to unequal access to resources. A pedagogical practice increasingly used in higher education for students to acquire leadership skills is service-learning. However, few studies have examined the long-lasting effects of service-learning on student leadership development. Hence, this case study explores the enduring influence of service-learning on leadership development among 13 graduates engaged in a public health care setting in the Philippines as part of their coursework in 2014. Informed by the Social Change Model of Leadership Development, thematic analysis of focus group discussions revealed transformative leadership as the enduring influence of service-learning. Opportunities in service-learning for meaning-making seemed contributory for graduates to commit themselves as agents of change in society through their chosen profession. These findings support the view that service-learning is a high-impact pedagogical practice for teaching transformative leadership.

Examining Growth Outcomes of a Recreational Sports Living–Learning Community Using the Social Change Model of Leadership Development

Living learning communities (LLCs) add to the college student experience. The current study investigates academic and personal growth in a recreational sports–themed LLC intentionally built on student development theories. Surveys were administered to all students in the community at two time points across 2 years. Students in the program showed significant growth in leadership skills and grade point average.

Spirituality and Leadership: Research Supports the Connection.

Research demonstrates the consistent and significant positive connection between spirituality and leadership. The concluding chapter focuses on studies of the social change model of leadership development and select spirituality scales from the University of California, Los Angeles Higher Education Research Institute's spirituality project.

Recognizing the Inevitable Intersections of Spiritual and Leadership Development.

The language of leadership and spirituality evolves with societal needs. This chapter addresses challenges confronting today's students, aligns concepts of spiritual and leadership development, and articulates a conceptual framework that integrates five tenets of spirituality with the social change model of leadership development.

Applying the Social Change Model of Leadership Development to the Practice of Student Employment.

This chapter presents a preliminary leadership development process framework for student employees. The model promotes holistic student development, career readiness, and alignment with staffing procedures.

Socially Responsible Leadership Capacity among Student Leaders

Student leaders are key agents of social change, capable of facing complex challenges. There is widespread awareness at the university level to develop socially responsible leadership among students’ leaders. The Social Change Model of Leadership Development (SCM) has been specifically developed for higher education to increase students’ self-knowledge, to develop leadership competency, openness and accountability that would result in positive social change. The purpose of this study was to discover the impacts that student governance involvement and leadership activities have on students’ opinion about leadership for social change. Qualitative method through semi-structured interview was used to explore student perceptions of their leadership talent, the congruency between thoughts and action, and finally their commitment to the task. A total of 10 student leaders voluntarily participated in this study. They were selected through purposive sampling. The interview protocol was structured based on three core values in SCM: Individual, Group, and Community. Interview sessions were recorded, transcribed and then analysed using the thematic analysis method. Overall, the results show that the students directly and indirectly practised the values in the SCM model. Based on these results, this study therefore proposed that the university includes the SCM model in their student leadership training. This is crucial so that students would gain knowledge of the fundamental values in SCM in order to be more responsive to social issues.

Social Change Model of Leadership Development: A 4-Year Program

The social change model (SCM) of leadership development defines all students as potential leaders. Service acts as a powerful means for developing leadership skills within our students. After the 20th anniversary celebration by the International Leadership Association of the SCM, the authors wanted to illustrate how practice can inform research as they applied the model to a 4-year leadership program. The President’s Leadership Fellows is a 4-year program where all students have an opportunity to develop into leaders through classroom and cocurricular leadership experiences. Students actively participate in individual and group activities designed to experience social change and leadership theory on a practical, personal level. The students can then identify with the key elements of the SCM framework. This article outlines this leadership program and how it can help inform further research from practice.

Toward a New Conceptual Model: Integrating the Social Change Model of Leadership Development and Tinto’s Model of Student Persistence

Toward a New Conceptual Model: Integrating the Social Change Model of Leadership Development and Tinto’s Model of Student Persistence

Classical Music as an Instrument to Foster Leadership Skills for Social Change: The Case of Venezuela’s El Sistema

<em>El Sistema</em>, the Venezuelan system of youth orchestras, is a program aimed at teaching and performing classical music through the development of a free network of symphony orchestras and choruses nationwide. Since its creation in 1975 by its founder José Antonio Abreu, <em>El Sistema</em> has given thousands of Venezuelan children, who often come from unprivileged socioeconomic backgrounds, the opportunity to receive free classical music education while promoting their personal, intellectual, spiritual, social, and professional development. The purpose of this article is to analyze <em>El Sistema</em>’s potential to foster leadership skills for social change. After providing an overview of the program, we will apply Astin & Astin’s social change model of leadership development to shed light on <em>El Sistema</em>’s capacity to foster leadership skills for social change among its young musicians.

Contextual Development: Situating the Social Change Model of Leadership Development Within a Broader Reality of Comprehensive Support

The social change model has proven an effective and widely utilized model assisting college students in leadership development toward positive social change. However, while this particular model gives much needed attention to the process of development leading to social change, it fails to acknowledge the external factors which significantly affect the student’s capacity to develop effectively. This article discusses these issues and proposes “comprehensive support” as an additional component of the model, including two additional “C’s.” This addition attempts to more fully acknowledge the external realities affecting the potential for effective student leadership among college students.

The Measurement of Socially Responsible Leadership: Considerations in Establishing Psychometric Rigor

As educational institutions increase attention toward the preparation of future citizen leaders, the assessment of the efficacy of these interventions must increase in sophistication as well. Socially responsible leadership, and the social change model of leadership development from which it is derived, are among the most applied conceptual frameworks informing leadership education. Educational gains associated with this approach are typically assessed using the «Socially Responsible Leadership Scale» (SRLS), an instrument that has been used widely in educational research in the United States. This paper extends the psychometric understanding of the SRLS using findings from the Multi-Institutional Study of Leadership (MSL), an international research program examining developmental and educational influences on socially responsible leadership. To date, MSL has collected data in five countries at over 300 institutions of higher education with over 300,000 participants. Implications from this paper explore how the psychometric rigor of the SRLS can continue to evolve as well as considerations for the theoretical evolution of the social change model and socially responsible leadership.

Leading and Thriving: How Leadership Education Can Improve First-Year Student Success

Leadership development transforms the lives of many students and leadership educators regularly witness these changes. But little research has articulated what is being taught that facilitates this change, how we can make it happen more often, or how we can measure this change. These transformations contribute to desirable outcomes including student persistence and academic achievement. Leadership studies programs have great potential to contribute to these positive student outcomes especially with first-year students. Using the Social Change Model of Leadership Development, we delineate how the study of leadership aids students in experiencing these transformations, as defined by Schreiner’s Thriving Model, along with example lessons that serve elements in both models. Significant implications are discussed, including greater engagement with first-year students and outreach to at-risk students. This is followed by recommendations for leadership educators and a discussion of future research focus areas.

Green Exercise and Rural America: Cultural, Ecological, and Ideological Implications for Positive Social Change

As the global obesity pandemic continues to extend its epidemiological reach, its magnitude continues to transcend demographic boundaries. Increasingly, the extant literature highlights the myriad challenges experienced by socioeconomically disenfranchised populations to combat the insidious biopsychosocial impact of chronic health conditions. However, a counter argument suggests that rural Americans have wide ranging access to the natural environment—an intrinsic resource that offers a broad spectrum of health and wellness opportunities. Beyond its application as a tool for good health practices, green exercise—defined as physical activity in natural settings—can provide an existential platform for the ideals of self-sufficiency, solidarity, and sustainability. A call to capitalize on pre-existing prohealth resources represents an open window for social change dialogue as participants learn to reframe the idea of exercise—not as a task demand, but as an internalized lifestyle value. Invoking Astin and Astin’s (1996) social change model of leadership development, mentors of green exercise programs have opportunities to optimize their leadership and coalition skills, engender diversity-positive attitudes, and affect positive change in a widely underserved population. The following discussion highlights (a) cultural and ideological considerations, (b) theoretical foundations, (c) virtues of social change agency, and (d) the critical role of the program mentor as a facilitator of positive social change in the green exercise milieu. For a population that has been historically entrenched in perceived limitations, a revisionist view suggests that rural Americans have an abundance of nature-based prohealth resources at their disposal. Green exercise initiatives not only represent a practical health platform for rural Americans, but such opportunities can have a transformative impact on the timeworn socioecological dynamics that mediate positive social change.

Better Together: Considering Student Interfaith Leadership and Social Change

On campuses across the country, students and professional staff are considering student interfaith leadership as one way that students act on their core values to make a positive difference in the world. This kind of student leadership can be framed through student leadership models like the social change model of leadership development. Better Together, a national campaign for student interfaith action, draws heavily on this leadership model to offer a framework specific to student interfaith leadership. The authors of this article describe interfaith leadership using a leadership development model with which many higher education professionals are familiar.

The Common Language of Leadership

AbstractAs our complex society continues to call for leadership across all career fields, preparing leaders at the college level can be challenging. This article outlines the results of a comprehensive examination of learning outcomes of 475 academic programs within 72 academic accrediting organizations in regard to student leadership development. The purpose of the current study was twofold: (a) to understand better what competencies college students need to develop in order to engage in leadership in their respective career fields and (b) to use research findings to develop a list of leadership competencies across academic disciplines, serving as a “common language” for use in program planning, course development, as well as individual student advising and mentoring. The Student Leadership Competencies have been translated to contemporary leadership models such as the Relational Leadership Model, the Social Change Model of Leadership Development, the Five Practices of Exemplary Leadership, Emotionally Intelligent Leadership, and the CAS Standards. Implications for the use of the Student Leadership Competencies in program development, program assessment, and the development of strategic partnerships are also discussed.

The Development of the Leader and the Spirit: Integrating the Concepts toward Meaning-Making

Using data from the Multi-Institutional Study of Leadership, this study examines the relationship between the eight values of the Social Change Model of Leadership Development with a student’s spiritual quest. Finding consistent positive relationship between the two constructs, the article discusses the intentional use of reflection in student leadership development programs to facilitate student growth in both leadership development and spiritual quest. Suggestions for implementing reflection are provided as well as discussion of further research.

Service Learning and Student Organization Initiatives: Facilitating Leadership Among Graduate Students

The coordination of service learning experiences can play an important role in the leadership development of allied health professionals. Potential allied health professionals can benefit from participation in service learning and co-curricular activities that relate to their curriculum. Peer mentorship can be utilized to facilitate student engagement in co-curricular activities that can assist in the development of leadership skills, technical skills, and other skills required for their profession. The purpose of this article is to identify a leadership model that can be utilized through student organizations in allied health profession education. One model that can be used to facilitate leadership among graduate students is the Social Change Model of Leadership Development. The model encompasses seven domains which include consciousness of self, congruence, commitment, collaboration, common purpose, controversy, and citizenship. This model was used as a framework to facilitate student teamwork and participation within the community.

A New Generation of Leaders for Eastern Europe: Values and Attitudes for Active Citizenship

Higher education has a crucial role in developing active citizenship within students. Even though active citizenship skills and competencies have been identified as essential life skills for Europe there is very little progress to date in establishing measures or indicators as to how this might be accomplished. This study provides the first data regarding the readiness of Eastern European undergraduate students to engage in citizen behaviors. Grounded in the theoretical measures of the Social Change Model of Leadership Development (HERI, 1996), the study was conducted at a unique private Christian liberal arts university located in Lithuania. Data identifying aspects of the university experience that contribute to the development of active citizenship are provided. Results, limitations, and discussion regarding the implications for higher education are also explored.

Engaging Undergraduate Students to Be Agents of Social Change: Lessons from Student Affairs Professionals

With an emphasis on how student affairs professionals and student development theory can assist public administration faculty, this article offers a framework for educating and developing undergraduate public administration students to be effective agents of social change. Developed with roots from student development theory, The Social Change Model of Leadership Development (SCM) is proposed as a framework that public administration faculty can implement to design and evaluate curricula that meet the demands of developing socially responsible students. Included in this article are examples of how the SCM can be used in the classroom.

Influences on College Students' Capacities for Socially Responsible Leadership

This study of 14,252 college seniors from 50 institutions representing 25 states and the District of Columbia explored the influences of higher education on eight leadership outcome measures theoretically grounded using the social change model of leadership development. Hierarchical regression models explained between 31% and 40% of the variance in students' reported capacities across the eight outcomes. Results identified socio-cultural conversations with peers, faculty mentoring, and participation in community service as key influences which were complemented by findings related to the importance of leadership efficacy as an intermediate outcome.