The article focuses on the concept of social change model mentioned in the book "Social Change Model for Leadership Development." Topics discussed include development of the model for recognizing curricular and co-curricular college experiences, use of model to engage students with others in collaborative leadership efforts, and three domains of model such as individual values, community values, and group values.
The social change model of leadership development (SCM), with its emphasis on helping students develop leadership capabilities and encouraging them to work for the common good, has been chosen for integration with Vincent Tinto's 1975 model of student persistence, which is widely considered a landmark framework in retention and persistence scholarship. In consideration of the ways in which the SCM and the Tinto model have the potential to complement each other and address each other's shortcomings, this paper proposes an incorporation of the frameworks toward the creation of a new structure for conceptualizing how institutions approach student persistence, and it is thus useful for a wide range of stakeholders in the field.
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."
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.
Dugan examines the leadership styles of college men and women using the social change model as a conceptual framework. This study contributes to the multiple benefits of sex comparison research highlighted by Eagly and may have direct implications for leadership development educators working in higher education. Also, he examines the hypothesis that there are mean differences between male and female college students across the eight constructs of the social change model of leadership development.
he purpose of this study was to explore the effects that undergraduate extracurricular involvement and leadership activities had on the community values component of the Social Change Model of Leadership Development. Senior students in the College of Agriculture and Life Sciences at Iowa State University completed an online questionnaire about their extracurricular experiences. The Socially Responsible Leadership Scale (SRLS–R2) citizenship scale was used to assess leadership community values.
The purpose of this study was to understand how students' perceptions of leadership change as a result of embedding a collaborative leadership model, the Social Change Model (SCM) of leadership, in an IPE course.
The current article examines social media applications as a tool for positive social change. Education leaders and leadership education programs can adapt the values of the Social Change Model to reflect and apply digital competencies to their practice. Digital leadership requires reflection on online self‐awareness and congruence, grappling with the controversy that comes with cyber civility and how to be a digital citizen prepared to inspire positive social change.
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.
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.
Selected Books and ebooks about the Social Change Leadership
Call Number: UCF Main Library General Collection -- LB2806.S594 2017
A comprehensive guide to using the Social Change Model in all types of curricular and co-curricular settings This book is designed to provide leadership educators with a wealth of classroom and workshop activities, discussion and reflection questions, assignment suggestions, and additional resources such as video clips and supplementary readings. It also includes several case studies for students to consider the implications of applying all eight elements of the Social Change Model in a variety of contexts.
This book outlines how undergraduate students engage with civic and community projects and how this can be encouraged by their universities. It also explores how universities can build on this involvement and develop undergraduates' civic and democratic capacities, including programmatic strategies and conceptual frameworks for understanding the students' activities. As higher education across the globe experiences increasing student numbers it is important to understand how students engage with civic and community service.
These chapters on 'Responsible Leadership' represent the latest thinking on a topic of increasing relevance in a connected world. There are many challenges that still remain when it comes to establishing responsible leadership both in theory and practice. Whilst offering conceptualisations for the improvement of leadership is a first and perhaps easier response, what is more difficult is to facilitate the actual change to happen. These chapters will not only generate interest in the emerging domain of studies on responsible leadership, but also will pave the way for future research in this area in the years to come. Previously Published in the Journal of Business Ethics, Volume 98 Supplement 2, 2011
Call Number: ARC General Collection E185.615 .G666 2000
Publication Date: 2000-08-30
This book presents a comprehensive overview of Black leadership in every aspect of American life, including movements for social justice, education, business, and politics. In the quest for human rights and social advancement, African-American leaders have emerged to lead the fight to overcome racial and economic barriers. This struggle has influenced the exercise of Black leadership in many other areas and the author uses an interdisciplinary approach to reveal the changes, continuities, and variety of African-American approaches to effective leadership. The book also suggests a theoretical framework for future research on the impact of Black leadership in America.
Call Number: ARC General Collection HM1261 .L43 2018
Publication Date: 2018-01-26
The chapters in this book examine works and creators of popular culture - from literature to film and music to digital culture - in order to address the ways in which popular culture shapes and is shaped by leaders around the globe as they strive to change their social systems for the better.
Call Number: ARC General Collection LB2806 .D437 2001
Publication Date: 2000-10-30
Colleges and universities provide rich opportunities for developing leaders through the curriculum and co-curriculum. Co-curricular experiences not only support and augment the students' formal classroom and curricular experience, but can also create powerful learning opportunities for leadership development through collaborative group projects that serve the institution or the community. These projects can be implemented through service learning, residential living, community work, and student organizations. In the first section, Alexander W. Astin and Helen S. Astin, two of the most influential authors in education and co-principal investigators for the research team that devised Social Change Model of Leadership Development, share their insights on the model they helped create.
Call Number: ARC General Collection LB3605 .S383 2014
Publication Date: 2013-11-25
Bridge the gap between leadership development and career preparation! This guidebook gives leadership educators the tools they need to help students develop the competencies necessary for their chosen careers and required by their academic programs. It also offers a way to understand and demonstrate the effectiveness of leadership programs. Organized into chapters each focused on one of 60 leadership competencies common across 522 academic degree programs accredited by 97 agencies, each chapter covers: a definition and description of the competency through the lens of each of four dimensions: knowledge, value, ability, and behavior; a scenario related to college student leadership that showcases the competency in action; related competencies to help readers understand how developing one competency may also intentionally or unintentionally develop another; a correlation of the competency to the Relational Leadership Model, the Social Change Model, the Five Practices of Exemplary Leadership, and/or Emotionally Intelligent Leadership; and tangible curricular ideas to use with students to help them develop each dimension of the competency.