This paper aims at explaining the construction of the student leadership development model, under the operation of the Student Affairs Office (SAO) in the Hong Kong Institute of Education (HKIEd). The office consolidates and shares our unique experiences in service leadership development at HKIEd in the cocurricular context and examines how this approach could be further developed and enhanced to benefit other experiential learning programs in future. The model has three distinctive features. To start with, it demonstrates how service leadership core beliefs can be incorporated into self-directed cocurricular activities. Moreover, it provides an individualized learning experience unique to each participant, relevant to fulfilling one’s own personal development goals, based on self-understanding. Last but not least, the project consists of different interlocking phases of guided learning experiences, including acquiring knowledge on service leadership concepts, developing one’s own service leadership goals, balancing the needs of self and others, and examining how skills of effective service leadership can be applied in different social contexts. This model suggests a road map for student leadership development. Students under this road map will develop a clearer picture on understanding themselves (including personality strength and weakness), so that they have the knowledge to set primary developmental goals and to design their own developmental paths during the course of their studentship at HKIEd. Copyright © 2015 Springer Science+Business Media Singapore.
|Title of host publication||Promoting service leadership qualities in university students: The case of Hong Kong|
|Editors||Daniel T.L. SHEK, Po CHUNG|
|Place of Publication||Singapore|
|Publication status||Published - 2015|
CitationLeung, L. M. K. (2015). The construction of student leadership development model in HKIEd: Based on service leadership core beliefs advocated by HKI-SLAM. In D. T. L. Shek, & P. Chung (Eds.), Promoting service leadership qualities in university students: The case of Hong Kong (pp. 83-97). Singapore: Springer Singapore.
- Student leadership development model
- Service leadership development
- Cocurricular activities
- Self-directed learning
- Experiential learning