Research On Leadership Development And Education Model For Chinese College Students

Looking back on the development of advanced education in history at home and abroad, more and more colleges regard fostering future leaders as a key mission statement. Leadership education has become an essential part of college education. What’s more, it is the basis of ideological and political education and turns out a reasonable request of life-long development.As the Chinese scholars broaden the criteria of leadership researches and the understanding of leadership turns into the non-authority one, the researches on college students’leadership come into widespread attention, resulting in the flourishing of related study achievements, the extension of research contents and the enhancement of studying level. However, the studies, which are based on Chinese situation, related with Chinese college students’leadership are comparatively rare. Moreover, the separation of practice and research, as well as the lack of theories guides are the disadvantages of college students’ leadership education.This study focuses on the assessment of current situations of Chinese college students’ leadership education, exploring the influential factors of future development of college students’ leadership education and seeking for the solutions of various existing problems. What’s more, it concentrates to building up a model combined content and structure of college students’leadership education, which can provide answers to foreseen questions.This paper combines quantitative research and qualitative one together. In the front part, it initiatively introduces three models of leadership development as the theoretical basis; they are SCM (short for The Social Change Model of Leadership Development), EIL (Emotionally Intelligent Leadership for Students) and SLC (The Student Leadership Challenge). As for the evolutional tools, SRLS-R2(the Socially Responsible Leadership Scale-Revised Version Two), The EIL Inventory (Emotionally Intelligent Leadership for Students Inventory) and SLPI-Self (The Student Leadership Practices Inventory-Self Instrument) have been chosen to operate the related research. Meanwhile, more than20experts have been interviewed and about200,000words have been recorded, which has been employed in the qualitative part.The study result shows that Chinese college students’leadership overall lies in a medium level. According to the differences of4dimensionalities in individual factors, students organization, social participation and leadership study, there exists apparent distinctions of levels of Chinese college students’ leadership, aside from dimensionality in individual factors in family structure (i.e. whether it is a one-child family or not), which thus have different effects on the development of college students’ leadership.Judging from the content of students’leadership, this study builds up the pattern of Consciousness, Value, and Practice of Chinese college students’leadership education, named the educational content of Chinese college students’leadership-VCP pattern, which consists of3dimensionalities in Consciousness of Leadership, Values of Leadership and Practices of Leadership.In terms of the approach to Chinese leadership education of college students, this research constructs the course learning on basis of three dimensions, arranging from Organizational Involvement, Social Involvement/Community Involvement and Social Involvement/Community Involvement. Namely, the Chinese leadership education for college students VCP-COS model.This thesis consists of nine chapters. The first chapter introduces the background and the current situation of this research and puts forward the questions it aims to solve. The second chapter deals with the related development model of college students’ leadership and raises the research hypothesis. The third chapter analyses the reliability and validity of empirical research scale, methods of data and the questionnaire. The fourth chapter analyses the leadership development level of social responsibility and distinctions of Chinese college students. The fifth chapter studies the emotional and intelligent leadership development level and distinctions of the Chinese college students. Chapter Six deals with the levels and the differences of practical leadership development. Chapter Seven analyzes the factors on the development of Chinese college students’ leadership by using Logistic regression model. The eighth chapter focuses on the content and the approach model of the construction of Chinese college students education leadership, namely’the Chinese leadership education for college students VCP-COS model’. The last chapter states the general conclusion of this study and research prospects.