A Road Map for Empowering Undergraduates to Practice Service Leadership Through Service-Learning in Teams

Snell, Robin Stanley; Chan, Maureen Yin Lee; Carol, Hok Ka; Chan, Carman Ka Man

doi:10.1177/1052562914545631

Cited by 28 publications

(43 citation statements)

References 48 publications

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“…There are also many notable published examples of student leadership development programs highlighting one or more specific dimensions of servant or authentic leadership. For example, some schools are using service learning projects embedded in various courses to emphasize the importance of community service and the servant leadership principle of putting the greater good above one's self interest (e.g., Snell, Chan, Ma, & Chan, 2015). Others are utilizing a campus-wide leadership initiative that embraces the servant leadership philosophy through incorporation of extensive community service and mentoring.…”

Section: Summary Of Authentic and Servant Leadership Theoriesmentioning

confidence: 99%

“…Any form of community service will likely influence students' stewardship (one of the characteristics of servant leadership), and thoughtful additions to community service experiences have the potential for influencing other characteristics of servant leadership as well. Adding a team, project-based dimension to community service (like that recommended by Snell et al, 2015) allows students to develop project management and relationship management skills/behaviors, and could help students to increase in accountability and empowerment. Community service that puts students 'outside of their comfort zone' could aid in developing interpersonal acceptance, and even humility and courage.…”

Section: Summary Of Authentic and Servant Leadership Theoriesmentioning

confidence: 99%

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Leadership from the Inside Out: Student Leadership Development within Authentic Leadership and Servant Leadership Frameworks

Kiersch¹,

Peters²

2017

JOLE

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The leadership capacity of resident assistants can be impacted by many experiences, including involvement in mentoring relationships. The purpose of this study was to examine if and how resident assistants' leadership capacities are influenced by participating in mentoring relationships. Additionally, mentor-protégé race and gender pairings were explored. An adapted version of Astin's Inputs-Environments-Outcomes college impact model was used as the conceptual framework; the Social Change Model of Leadership was used as the theoretical framework. Overall findings included that resident assistants with a race match or gender match did not exhibit significantly higher leadership capacities than those who did not. I also included implications for practice and future recommendations.

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Section: Summary Of Authentic and Servant Leadership Theoriesmentioning

confidence: 99%

Section: Summary Of Authentic and Servant Leadership Theoriesmentioning

confidence: 99%

Leadership from the Inside Out: Student Leadership Development within Authentic Leadership and Servant Leadership Frameworks

Kiersch¹,

Peters²

2017

JOLE

View full text Add to dashboard Cite

show abstract

“…such as focus groups and interviews (e.g. Shek & Chan, 2013;Snell et al, 2015aSnell et al, , 2015bSnell et al, , 2019. Although these approaches have offered deep and comprehensive insights into student experiences, as well as design and implementation issues during service-learning, it is difficult to compare qualitative findings across different studies (Toncar et al, 2006).…”

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confidence: 99%

The Development of a Service-Learning Outcomes Measurement Scale (S-LOMS)

Snell

Lau

2020

MUJ

Self Cite

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Service-learning as a transformative pedagogy has been adopted within Hong Kong's tertiary education sector for over a decade; however, the lack of a standardized and validated measurement instrument to assess its student learning outcomes has been an obstacle to its further development. The current research study, collaboratively conducted by Lingnan University, The Hong Kong Polytechnic University, Hong Kong Baptist University, and The Education University of Hong Kong, therefore aims to develop such a measurement instrument named the "Service-Learning Outcomes Measurement Scale (S-LOMS)," taking consideration of the unique features of service-learning in Hong Kong. The scale development and validation work, with exploratory factor analysis and reliability test, has thus far demonstrated that the student-perceived learning outcomes after service-learning can be measured and assessed through 56 items. These items cover 11 domains under four major categories, namely: a) knowledge application; b) personal and professional skills, including relationship and team skills, creative problem solving skills, self-reflection skills, and critical thinking skills, c) civic orientation and engagement, including sense of social responsibility, community commitment and understanding, and caring and respect, and d) self-awareness, including self-efficacy, self-understanding, and commitment to self-improvement. Several additional insights arising from the validation results are discussed.

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“…The coding of the data was based on constant comparative analysis, an iterative coding strategy (Fram, 2013;Glaser & Straus, 1967;Corbin & Straus, 2008). Atlas.ti, a qualitative analysis software package, was used to aid in the coding and analysis.…”

Section: Discussionmentioning

confidence: 99%

Unraveling the Slut Narrative: Gender Constraints on Adolescent Girls' Sexual Decision-Making

Summit

Kalmuss

DeAtley

et al. 2016

American Journal of Sexuality Education

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Limited research exists on the slut labeling process, a key means of enforcing rules around appropriate female sexuality. This study explores that process through qualitative interviews with 44 adolescent girls in Travis County, Texas. Labeling girls as sluts or hos was pervasive and was based on a number of factors beyond sexual behavior, including dress, friendships with boys, or jealousy from other girls. Responses depicted a narrow space in which girls functioned, bound at one end by limited agency and at the other by pervasive vulnerability. There was consensus about the negative consequences of being labeled. Most girls held mixed opinions about the slut labeling process: this may reflect their attempts to push back against a system that entraps them. These findings suggest that prevention and sex education programs must explicitly address slut labeling as well as other gender narratives that impede healthy sexual development.

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A Road Map for Empowering Undergraduates to Practice Service Leadership Through Service-Learning in Teams

Cited by 28 publications

References 48 publications

Leadership from the Inside Out: Student Leadership Development within Authentic Leadership and Servant Leadership Frameworks

Leadership from the Inside Out: Student Leadership Development within Authentic Leadership and Servant Leadership Frameworks

The Development of a Service-Learning Outcomes Measurement Scale (S-LOMS)

Unraveling the Slut Narrative: Gender Constraints on Adolescent Girls' Sexual Decision-Making

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