中国大学生领导力发展与教育模型研究
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摘要
回顾中外高等教育的发展历史,越来越多的高校把培养未来领袖作为大学的重要承诺(mission statement)。大学生领导力教育被视为大学生素质教育的重要维度、大学生思想政治教育的有效载体和大学生终生发展的理性诉求。
随着中国学者对于领导力研究领域的拓展,以及对领导力理解的非权力化转向,大学生领导力教育的研究受到了广泛的关注,相关研究的成果快速增长,研究内容快速扩展,研究水平快速提高。但是,当前中国大学生领导力教育的本土研究相对缺乏,大学生领导力教育的研究与实践相对分离。大学生领导力教育的实践缺乏理论指导。
本研究着力于评估当前中国大学生领导力的发展现状,探索中国大学生领导力发展影响因素,解决中国大学生领导力发展的实然问题。着力于建构中国大学生领导力教育的内容和途径模型,解决中国大学生领导力发展的应然问题。
本研究采用定量研究与质性研究相结合方法。在定量研究部分,本研究在国内首次引入了领导力发展的社会改变模型(The Social Change Model of Leadership Development, SCM)、学生情绪智力领导力模型(Emotionally Intelligent Leadership for Students, EIL)和学生领导力挑战模型(The Student Leadership Challenge, SLC)作为理论基础；社会责任型领导力量表(the Socially Responsible Leadership Scale-Revised Version Two, SRLS-R2)、学生情绪智力领导力量表(Emotionally Intelligent Leadership for Students Inventory, The EIL Inventory)和学生领导力实践行为自测量表(The Student Leadership Practices Inventory-Self Instrument, SLPI-Self)作为评估工具开展相关研究。在质性研究部分,本研究对20余位专家进行了访谈,访谈的文字记录近20余万字。
研究结果显示,中国大学生领导力总体处于中等水平。从中国大学生领导力在个体因素、学生组织、社会参与和领导力学习4个维度的差异性研究来看,中国大学生除了在个体因素的家庭结构(是否独生子女)维度外,领导力发展水平均存在显著差异,并对中国大学生领导力的发展具有不同程度的影响。
从中国大学生领导力教育的内容来看,本研究从领导力认知(Consciousnessof Leadership)、领导力价值(Values of Leadership)和领导力实践(Practices of Leadership)三个维度建构了中国大学生领导力教育的“认知(Consciousness)-价值(Value)-实践(Practice)“’内容模型,即“中国大学生领导力教育内容-VCP模型”。
从中国大学生领导力教育的途径来看,本研究从课程学习(Course Learning)、组织参与(Organizational Involvement)和社会参与(Social Involvement/Community Involvement)三个维度建构了中国大学生领导力教育的“课程学习(Course Learning)-组织参与(Organizational Involvement)-社会参与(Social Involvement/Community Involvement)"途径模型,即“中国大学生领导力教育途径-COS模型”。
本论文由九章内容构成。第一章介绍开展本研究的背景和研究现状,提出研究问题。第二章梳理相关大学生领导力发展理论模型,提出研究假设。第三章对实证研究的量表、数据分析方法和问卷的信效度进行分析。第四章对中国大学生社会责任型领导力发展水平及差异进行分析。第五章对中国大学生情绪智力领导力发展水平及差异进行分析。第六章对中国大学生领导力实践行为发展水平及差异进行分析。第七章对中国大学生领导力发展影响因素进行Logistic回归模型分析。第八章着力于建构中国大学生领导力教育的内容和途径模型,即“中国大学生领导力教育VCP-COS模型”。第九章陈述了本研究的基本结论与研究展望。
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.
随着中国学者对于领导力研究领域的拓展,以及对领导力理解的非权力化转向,大学生领导力教育的研究受到了广泛的关注,相关研究的成果快速增长,研究内容快速扩展,研究水平快速提高。但是,当前中国大学生领导力教育的本土研究相对缺乏,大学生领导力教育的研究与实践相对分离。大学生领导力教育的实践缺乏理论指导。
本研究着力于评估当前中国大学生领导力的发展现状,探索中国大学生领导力发展影响因素,解决中国大学生领导力发展的实然问题。着力于建构中国大学生领导力教育的内容和途径模型,解决中国大学生领导力发展的应然问题。
本研究采用定量研究与质性研究相结合方法。在定量研究部分,本研究在国内首次引入了领导力发展的社会改变模型(The Social Change Model of Leadership Development, SCM)、学生情绪智力领导力模型(Emotionally Intelligent Leadership for Students, EIL)和学生领导力挑战模型(The Student Leadership Challenge, SLC)作为理论基础；社会责任型领导力量表(the Socially Responsible Leadership Scale-Revised Version Two, SRLS-R2)、学生情绪智力领导力量表(Emotionally Intelligent Leadership for Students Inventory, The EIL Inventory)和学生领导力实践行为自测量表(The Student Leadership Practices Inventory-Self Instrument, SLPI-Self)作为评估工具开展相关研究。在质性研究部分,本研究对20余位专家进行了访谈,访谈的文字记录近20余万字。
研究结果显示,中国大学生领导力总体处于中等水平。从中国大学生领导力在个体因素、学生组织、社会参与和领导力学习4个维度的差异性研究来看,中国大学生除了在个体因素的家庭结构(是否独生子女)维度外,领导力发展水平均存在显著差异,并对中国大学生领导力的发展具有不同程度的影响。
从中国大学生领导力教育的内容来看,本研究从领导力认知(Consciousnessof Leadership)、领导力价值(Values of Leadership)和领导力实践(Practices of Leadership)三个维度建构了中国大学生领导力教育的“认知(Consciousness)-价值(Value)-实践(Practice)“’内容模型,即“中国大学生领导力教育内容-VCP模型”。
从中国大学生领导力教育的途径来看,本研究从课程学习(Course Learning)、组织参与(Organizational Involvement)和社会参与(Social Involvement/Community Involvement)三个维度建构了中国大学生领导力教育的“课程学习(Course Learning)-组织参与(Organizational Involvement)-社会参与(Social Involvement/Community Involvement)"途径模型,即“中国大学生领导力教育途径-COS模型”。
本论文由九章内容构成。第一章介绍开展本研究的背景和研究现状,提出研究问题。第二章梳理相关大学生领导力发展理论模型,提出研究假设。第三章对实证研究的量表、数据分析方法和问卷的信效度进行分析。第四章对中国大学生社会责任型领导力发展水平及差异进行分析。第五章对中国大学生情绪智力领导力发展水平及差异进行分析。第六章对中国大学生领导力实践行为发展水平及差异进行分析。第七章对中国大学生领导力发展影响因素进行Logistic回归模型分析。第八章着力于建构中国大学生领导力教育的内容和途径模型,即“中国大学生领导力教育VCP-COS模型”。第九章陈述了本研究的基本结论与研究展望。
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.
引文
1 陶思亮,刁静,张宇奇.大学生领导力教育若干问题[J].当代青年研究,2012,第5期,37-42.
2 浙大校长杨卫：竺可桢教育思想烛照一流大学建设,人民网,2010年03月26日,http://politics.people.com.cn/GB/1026/11235575.html.
3 上海交通大学：张杰,http://www.sjtu.edu.cn/info/1016/1016.htm.
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14 Astin,A.W.,& Astin, H. S. (2000). Leadership reconsidered:Engaging higher education in social change, battle Creek, MI:W. K. Kellogg Foundation.
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27 刘吉.试论领导力[J].党政论坛,1988,第7期,46-49.
28 当然,刘吉认为,虽然领导职位、权力是讨论领导力的前提,但“不能由此断言影响力是无足轻重的”,相反要充分发挥“影响力”在领导力中的作用,并把领导者的权力运用看做是法治,而影响力的发挥看做是德治。
29 对于“人人都可以成为领导者,都应当具有领导力”这样的观念,有学者把它归结为西方“人人平等”的价值使然。
(?) 陶思亮.美国高校大学生领导力教育的历史考察[J].当代青年研究，2011,第12期.3740.
31 徐晓琳,吴开松,石海燕.大学生领导素质教育与培养研究——对武汉高校大学生的调查与分析[J].湖北民族学院学报(哲学社会科学版),2004,第3期,74-81.
32 闫拓时.把大学生领导力意识培养提上教程是高等教育的时务[J].北京教育(德育),2011,第12期.13-15.
33 陶思亮,王群,马君,林磊.高校学生干部情绪智力领导力研究[J].当代青年研究,2013,第3期,69-76.
34 杨桂萍.中国青少年领导力形成规律探讨——基于41名高中和大学学生领导的深度访谈结果[硕士学位论文].北京：中国青年政治学院,2009,1-57.
35 在杨桂萍的研究和话语系统中,把“学生干部”称之为“学生领导”。
36 罗爱林.大学生领导能力及其影响因素实证研究[硕士学位论文].成都：西南交通大学，2010.1-33.
37 Higher Education Research Institute. (1996). A social change model of leadership development:Guidebook version Ⅲ(P.17).College Park, MD:National Clearinghouse for Leadership Programs.
38 Higher Education Research Institute. (1996). A social change model of leadership development:Guidebook version III(P.16).College Park, MD:National Clearinghouse for Leadership Programs.
39 SCM对于领导者的这一平民化”的诠释,为在大学生中开展领导力教育提供了重要的前提。人人都是潜在的领导者,同时成为领导者,发挥领导力也并不一定要具有正式的领导职位。
40 Higher Education Research Institute. (1996). A social change model of leadership development:Guidebook version III(P.10).College Park, MD:National Clearinghouse for Leadership Programs.
41 Self-knowledge从字面上可以直译为“自我认识”,但是我认为翻译为“自我认知”会更好。它应当是和Self-Awareness、the Consciousness of Self等表达的意思相近,所以为了中文表述的一致性,我倾向于把这几个英文词汇都翻译为“自我认知“
42 Higher Education Research Institute. (1996). A social change model of leadership development:Guidebook version 111(P.19).College Park. MD:National Clearinghouse for Leadership Programs.
43 资料来源：摘译自Higher Education Research Institute. (1996). A social change model of leadership development:Guidebook version Ⅲ(PP.20-27).College Park, MD:National Clearinghouse for Leadership Programs;K.omives,S.R-,Wagner,W.,&Associates.(2009).Leadership for a better world:Understanding the social change model of leadership development(P.55).San Francisco,CA:Jossey-Bass.
44 Higher Education Research Institute. (1996). A social change model of leadership development:Guidebook version Ⅲ(P.20).College Park, MD:National Clearinghouse for Leadership Programs.
45 Higher Education Research Institute. (1996). A social change model of leadership development:Guidebook version Ⅲ(P.22).College Park, MD:National Clearinghouse for Leadership Programs.
46 Higher Education Research Institute. (1996). A social change model of leadership development:Guidebook version Ⅲ(P.31).College Park, MD:National Clearinghouse for Leadership Programs.
47 Higher Education Research Institute. (1996). A social change model of leadership development:Guidebook version III(P.22).College Park, MD:National Clearinghouse for Leadership Programs.
48 Higher Education Research Institute. (1996). A social change model of leadership development:Guidebook version III(P.22).College Park, MD:National Clearinghouse for Leadership Programs.
49 Komives,S.R.,Wagner,W.,&Associates.(2009).Leadership for a better world:Understanding the social change model of leadership development(P.54).San Francisco.CA:Jossey-Bass.
50 Higher Education Research Institute. (1996). A social change model of leadership development:Guidebook version Ⅲ(P.23).College Part. MD:National Clearinghouse for Leadership Programs.
51 Higher Education Research Institute. (1996). A social change model of leadership development:Guidebook version Ⅲ(P.55).College Park,MD:National Clearinghouse for Leadership Programs.
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108 这部分的文献来源于本人对相关专家的访谈实录,括号内标注了被采访专家的姓名和采访时间,下同。
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29 对于“人人都可以成为领导者,都应当具有领导力”这样的观念,有学者把它归结为西方“人人平等”的价值使然。
(?) 陶思亮.美国高校大学生领导力教育的历史考察[J].当代青年研究，2011,第12期.3740.
31 徐晓琳,吴开松,石海燕.大学生领导素质教育与培养研究——对武汉高校大学生的调查与分析[J].湖北民族学院学报(哲学社会科学版),2004,第3期,74-81.
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35 在杨桂萍的研究和话语系统中,把“学生干部”称之为“学生领导”。
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38 Higher Education Research Institute. (1996). A social change model of leadership development:Guidebook version III(P.16).College Park, MD:National Clearinghouse for Leadership Programs.
39 SCM对于领导者的这一平民化”的诠释,为在大学生中开展领导力教育提供了重要的前提。人人都是潜在的领导者,同时成为领导者,发挥领导力也并不一定要具有正式的领导职位。
40 Higher Education Research Institute. (1996). A social change model of leadership development:Guidebook version III(P.10).College Park, MD:National Clearinghouse for Leadership Programs.
41 Self-knowledge从字面上可以直译为“自我认识”,但是我认为翻译为“自我认知”会更好。它应当是和Self-Awareness、the Consciousness of Self等表达的意思相近,所以为了中文表述的一致性,我倾向于把这几个英文词汇都翻译为“自我认知“
42 Higher Education Research Institute. (1996). A social change model of leadership development:Guidebook version 111(P.19).College Park. MD:National Clearinghouse for Leadership Programs.
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