Humanities and Social Sciences
Volume 7, Issue 5, September 2019, Pages: 177-184
Received: Sep. 15, 2019;
Accepted: Oct. 7, 2019;
Published: Oct. 24, 2019
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Wenyan Weng, Institute of Leadership Studies, China Executive Leadership Academy Pudong, Shanghai, China
Wenfan Yan, College of Education and Human Development, University of Massachusetts-Boston, Boston, USA
In the age of globalization and information, the core competitiveness among countries comes from the rising need of leadership talents, especially for young leaders. Within colleges in the United States, Leadership curriculum has been well developed, and leadership course standards as well as several theoretical models have been established. In contrast, there are no formal leadership development models in Chinese colleges. The value cultivation mechanism of Chinese college students has a lack of effectiveness. The values and principles of a leader are the key factors that determine their visions and goals. Values are the core of leadership. It is necessary to build formal leadership courses, especially the value-based leadership curriculum, in current Chinese universities and colleges. Based on Chinese values, philosophy, main national conditions and current leadership theories, a four-stage leadership development model was proposed and applied to several Chinese universities in Shanghai for several years. Specifically, this paper is based on a qualitative study that was conducted on six leadership courses in a Shanghai university of China. The two data sources included text analysis of 247 student learning summaries and focus group interviews of 34 selected outstanding student leaders. Based on the text analysis and focus group interviews, it is found that the value -based leadership development model has high student satisfaction and can help students to build positive values especially socialist core values in Chinese society. The model was approved to be more systematic and emphasizes students' subjectivity and internal psychological development trends which is from leadership psychology, leadership thinking, leadership concept to leadership behavior. It is argued that this model would help to explore value-based leadership with Chinese characteristics and can become a new way to apply value education in Chinese Colleges and Universities. Future research will focus on more empirical studies in other areas of China.
The Four-stage Values-based Chinese College Student Leadership Development Model, Humanities and Social Sciences.
Vol. 7, No. 5,
2019, pp. 177-184.
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