Leadership for a Better World E-Book
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- Herausgeber: John Wiley & Sons
- Kategorie: Bildung
- Sprache: Englisch
The essential guide to the theory and application of the Social Change Model Leadership for a Better World provides an approachable introduction to the Social Change Model of Leadership Development (SCM), giving students a real-world context through which to explore the seven C's of leadership for social change as well as a approaches to socially responsible leadership. From individual, group, and community values through the mechanisms of societal change itself, this book provides fundamental coverage of this increasingly vital topic. Action items, reflection, and discussion questions throughout encourage students to think about how these concepts apply in their own lives. The Facilitator's Guide includes a wealth of activities, assignments, discussions, and supplementary resources to enrich the learning experience whether in class or in the co-curriculum. This new second edition includes student self-assessment rubrics for each element of the model and new discussion on the critical roles of leadership self-efficacy, social perspective, and social justice perspectives. Content is enriched with research on how this approach to leadership is developed, and two new chapters situate the model in a broader understanding of leadership and in applications of the model. The Social Change Model is the most widely-used leadership model for college students, and has shaped college leadership curricula at schools throughout the U.S. and other countries including a translation in Chinese and Japanese. This book provides a comprehensive exploration of the model, with a practical, relevant approach to real-world issues. * Explore the many facets of social change and leadership * Navigate group dynamics surrounding controversy, collaboration, and purpose * Discover the meaning of citizenship and your commitment to the greater good * Become an agent of change through one of the many routes to a common goal The SCM is backed by 15 years of research, and continues to be informed by ongoing investigation into the interventions and environments that create positive leadership development outcomes. Leadership for a Better World provides a thorough, well-rounded tour of the Social Change Model, with guidance on application to real-world issues. Please note that The Social Change Model: Facilitating Leadership Development (978-1-119-24243-7) is intended to be used as a Facilitator's Guide to Leadership for a Better World, 2nd Edition in seminars, workshops, and college classrooms. You'll find that, while each book can be used on its own, the content in both is also designed for use together. A link to the home page of The Social Change Model can be found below under Related Titles.
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Veröffentlichungsjahr: 2016
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Contents
Cover
Title Page
Copyright
Dedication
Foreword
Preface
The Social Change Model of Leadership Development
The SCM Book Project
References
Acknowledgments
About the National Clearinghouse for Leadership Programs
About the Authors and Editors
Part 1: Understanding the Social Change Model of Leadership Development
Chapter 1: Transitions and Transformations in Leadership
Chapter Overview
Leadership: An Evolving Idea and Need
Rethinking Leadership
The Impact of the Social Change Model
Invitation to the Ensemble
Conclusion
Discussion Questions
Action and Reflection
References
Chapter 2: An Overview of the Social Change Model of Leadership Development
Chapter Overview
The Social Change Model of Leadership Development
Individual Values
Group Values
Society/Community Values
Change
Interactions in the Social Change Model
Knowing, Being, and Doing
Implementing the Social Change Model
Research on the Social Change Model
Conclusion
Discussion Questions
Action and Reflection
References
Part 2: Individual Values
Chapter 3: Consciousness of Self
Chapter Overview
Defining Consciousness of Self
Consciousness of Self and Leadership Development Research
Aspects of Individual Identity
Awareness of How Others Perceive Us
Becoming Conscious of Self
Mindfulness
Connection to the Other Cs
Conclusion
Discussion Questions
Action and Reflection
References
Chapter 4: Congruence
Defining Congruence
Chapter Overview
Knowing the Self
Self-Authorship
Conflicting Values: Our Congruence and Others'
Congruence and Authentic Leadership
Congruence and Courage
Congruence Building
Connection to the Other Cs
Conclusion
Discussion Questions
Action and Reflection
References
Chapter 5: Commitment
Chapter Overview
The Meaning of Commitment
Quality Over Quantity
The Origins of Commitment
Finding Your Passion
Commitment, Credibility, and Leadership Effectiveness
Commitment in the Group Environment
Sustaining Commitment
Connection to the Other Cs
Conclusion
Discussion Questions
Action and Reflection
References
Part 3: Group Values
Chapter 6: Collaboration
About Collaboration
Chapter Overview
Exploring Collaboration
Making Collaboration Work
Connection to the Other Cs
Conclusion
Discussion Questions
Action and Reflection
References
Chapter 7: Common Purpose
Chapter Overview
Defining Groups
Understanding Shared Values, Vision, and Aims
Distinguishing Between Personalized and Socialized Purposes
Working Together Toward a Common Purpose
Connection to the Other Cs
Conclusion
Discussion Questions
Action and Reflection
References
Chapter 8: Controversy With Civility
Chapter Overview
Defining Controversy With Civility
The Value of Controversy With Civility
Practicing Controversy With Civility
Connection to the Other Cs
Conclusion
Discussion Questions
Action and Reflection
References
Part 4: Society/Community Values
Chapter 9: Citizenship
Definition of Citizenship
Chapter Overview
Expanding Forms of Citizenship
Connection to the Other Cs
Conclusion
Discussion Questions
Action and Reflection
References
Part 5: On Change
Chapter 10: Change
Leadership and Change
Chapter Overview
Change at the Individual, Group, and Community Levels
An Organic Conceptualization of Change
Organic Change and Adaptive Leadership
Resistance to Change
Implications for Leadership
Conclusion
Discussion Questions
Action and Reflection
References
Chapter 11: Examining Social Change
Chapter Overview
Attributes of Social Change
Challenges in Leadership for Social Change
Enacting Socially Responsible Leadership
Possible Pitfalls in Social Change and Socially Responsible Leadership
Avoiding the Potential Pitfalls
Social Change and Leadership Development
Conclusion
Discussion Questions
Action and Reflection
References
Chapter 12: Applying the Social Change Model
Chapter Overview
Bringing Justice to the Center of Your Practice
Four Questions and Indicators to Move Ideas to Agency
Putting It All Together
Tackling Persistent Group Dynamics Issues
Conclusion
Discussion Questions
Action and Reflection
References
Epilogue
References
Additional Resources
Social Change Model of Leadership Development
Selected Research on the Social Change Model of Leadership Development
Index
End User License Agreement
List of Tables
Table 2.1
Table 2.2
Table 3.1
Table 3.2
Table 4.1
Table 4.2
Table 4.3
Table 5.1
Table 6.1
Table 7.1
Table 8.1
Table 8.2
Table 8.3
Table 9.1
Table 9.2
Table 9.3
Table 10.1
Table 10.2
Table 10.3
Table 12.1
List of Illustrations
Figure 1.1
Figure 2.1
Figure 2.2
Figure 2.3
Figure 2.4
Figure 2.5
Figure 2.6
Figure 3.1
Figure 4.1
Figure 8.1
Figure 10.1
Figure 10.2
Guide
Cover
Table of Contents
Begin Reading
Part 1
Chapter 1
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Second Edition
Leadership for a Better World
Understanding the Social Change Model of Leadership Development
Susan R. Komives, Wendy Wagner, and Associates
Copyright © 2017 by John Wiley & Sons, Inc. All rights reserved.
Published by Jossey-BassA Wiley BrandOne Montgomery Street, Suite 1000, San Francisco, CA 94104–4594—www.josseybass.com
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Library of Congress Cataloging-in-Publication Data
Names: Komives, Susan R., 1946- author. | Wagner, Wendy (Wendy Elizabeth)
Title: Leadership for a better world : understanding the social change model of leadership development / Susan R. Komives, Wendy Wagner, and Associates.
Description: Second edition. | San Francisco, CA : Jossey-Bass, [2017] | Includes bibliographical references and index.
Identifiers: LCCN 2016029343 (print) | LCCN 2016031054 (ebook) | ISBN 9781119207597 (pbk.) | ISBN 9781119207603 (pdf) | ISBN 9781119207610 (epub)
Subjects: LCSH: Universities and colleges–Administration. | College administrators–Professional relationships. | Educational leadership. | Social change.
Classification: LCC LB2341 .K66 2017 (print) | LCC LB2341 (ebook) | DDC 378.1/01–dc23
LC record available at https://lccn.loc.gov/2016029343
Cover Design: WileyCover Image: © Ralf Hiemisch/Getty Images, Inc.
Dedicated toHelen S. Astin1932–2015Activist, thinker, leader, scholar, friendCocreator of the Social Change Model of Leadership Development
Foreword
If you were to ask academics to list their most important learning goals for students, they would most likely include outcomes such as knowledge acquisition, the development of critical thinking skills, and the like. However, what most academics probably don't realize is that the student quality most frequently mentioned in the official mission statements of their colleges and universities is leadership.
The process that created the Social Change Model of Leadership Development (SCM) in many respects “modeled the model.” From the beginning it followed one of the basic precepts underlying the Social Change Model: that “leadership” is something carried out by a group rather than by an individual. Individuals can, of course, initiate. In fall 1993 my dear late wife and colleague Helen (Lena) Astin initiated the process when she dropped by my office to inform me that a young friend of ours, Goodwin Liu (another “initiator”), had brought to her attention a new federally funded program that might interest us. Known as the Dwight Eisenhower Leadership program, it provided funds for the creation of student leadership projects on college campuses. Because both Lena and I had previously conducted research on leadership, the project intrigued us. Our understanding of the leadership process suggested that what was really needed was a framework, or model, that could guide students in developing their leadership skills. We wanted the model to help instill in young persons a strong sense of social responsibility and a desire to become instruments of positive social change.
Because neither of us was particularly knowledgeable about matters relating to student leadership development, we naturally turned to the folks who do this for a living: student affairs practitioners. Most American college campuses are home to student affairs professionals who are deeply involved in the process of facilitating student leadership development, so we felt that the ideal model would be one that capitalized on the knowledge and experience of some of these experts. Lena and I started calling our friends in the student affairs field, including several who were or had been presidents of NASPA and ACPA, the field's two leading national professional associations, to identify individuals who were regarded as experts in student leadership development. The first few experts we contacted were also helpful in identifying additional colleagues to be recruited for the group that eventually came to call itself the working ensemble. Our ensemble comprised 15 individuals, including 8 leadership experts from the field of student affairs, 4 UCLA doctoral students, the Astins, and Carole Leland, Lena's coauthor of their landmark study of 77 women leaders, Women of Influence, Women of Vision. Carole had been working for the Center for Creative Leadership in North Carolina, and Lena was a member of the board of the center. Other members of the original ensemble included one of this book's editors—Susan R. Komives—and two of its chapter authors: Dennis C. Roberts and Marguerite Bonous-Hammarth.
Our ensemble held seven 2-day meetings over a period of more than a year with the aim of forging a preliminary version of a Social Change Model of Leadership Development. The notion of “social change” was embraced by the ensemble in recognition of two principles: (1) that leadership, as opposed to mere “management,” necessarily involves change and (2) that “social” change implies service to the others (i.e., “Citizenship”). Ensemble meetings, which were facilitated mainly by Lena, were lively and sometimes contentious, but nearly all participants remained focused on the goal of developing a workable model (“Collaboration,” “Commitment,” “Common Purpose”). To ensure that the ensemble could capitalize on the collective wisdom of the entire group, Lena actively encouraged each participant to be authentic and to share his or her viewpoints openly (“Congruence”).
By its third meeting our working ensemble had come to realize that the model had to be value-based, and to that end we began to create a list of basic values. Members would propose a particular value (e.g., Collaboration) to be added to the list, and we would all debate its pros and cons. One of the key considerations in these discussions was that the individual values be consistent, complementary, comprehensive, and nonredundant. Somewhat tongue-in-cheek, we labeled the preliminary list of values “The Seven Cs.”
A preliminary version of the model was presented to a diverse group of outside reviewers whom we invited to attend a 3-day retreat held in fall 1994 at the Airlie House Conference Center in Virginia. Retreat participants included our working ensemble, 9 undergraduate students from diverse institutions, and 19 representatives from national associations, higher education institutions, and governmental agencies. The Airlie House retreat proved to be a crucial (if not initially painful) moment for Lena and me in the development of the model. After the first day and a half of nonstop analysis and criticism, several retreat guests had concluded that our preliminary model was “too nice,” that our high-sounding values didn't reflect the rough-and-tumble realities of real-life group change efforts, especially efforts that aimed to effect significant social change. Any such effort, our critics insisted, inevitably involves differences of opinion, debate, and argumentation.
Lena and I didn't get much sleep that second night, and we ended up calling an unscheduled breakfast meeting of our ensemble early the next morning. After considerable discussion, the ensemble agreed that we would add a new C to the model: Controversy With Civility. This value constituted an acknowledgment of two realities about any group change effort: that differences in opinion are inevitable and potentially useful and that such differences must be aired openly but with respect and courtesy.
A second problem had to do with the fact that on the final day we were hoping to present a revised model to the attendees. However, because it seemed to us that a simple list of fundamental values fell short of a fully integrated model, we were searching for some way to present the values in a more holistic fashion. Then, early on the final day, it dawned on us that the Seven Cs naturally arranged themselves into three levels of aggregation: individual, group, and civic (community) values. So in the final presentation that last day we were able to diagram the revised model by arranging the Seven Cs into three groups (symbolized by circles). In particular, this visual rearrangement made it easier to show the reciprocal relationships among the values (symbolized by directional arrows connecting the circles). I think this visual representation of the model has helped to facilitate its real-world application.
Following the Airlie House retreat we were able to get further useful feedback about the model by presenting it at several national meetings and trying it out with several student groups at UCLA. Lena mentored a group of seven undergraduates who approached her because they had heard about the model from several of UCLA's student affairs staff members. After applying the model for nearly 3 months as part of an independent study project, these remarkable students ended up bringing the entire 10th-grade class from a local inner city school to the UCLA campus for a full day of exposure and orientation to the campus life of a research university. This entirely student-conceived and -executed project was implemented without a hitch, and it was a great success. To hear the seven students later recount how they applied the model to the design and execution of such an ambitious community service project was an amazing and inspiring experience for Lena and me.
By early 1996 we had completed the final revision (version III) of the model in the form of a guidebook, A Social Change Model of Leadership Development Guidebook. The guidebook has since been distributed to hundreds of college campuses by the University of Maryland's National Clearinghouse for Leadership Programs.
Once the formal work on projects such as the SCM has been completed, more often than not the final report languishes on academic bookshelves or dies a quick death in college libraries. Happily, the SCM project has been able to avoid such a fate, largely because of the efforts of Susan R. Komives and her students and colleagues, who have worked virtually nonstop since the 1990s to further refine the model and promote its use on college campuses across the country. I also like to think that the model's intrinsic appeal and validity had something to do with its widespread popularity, but there is little question in my mind that without Susan's efforts it never would have been so widely accepted and used. This second edition of Leadership for a Better World represents still another milestone in the evolution of the Social Change Model, and I for one would like to congratulate and express my deepest admiration and appreciation to Susan, Wendy Wagner, and their colleagues for producing this comprehensive and very readable book.
Alexander W. (Sandy) AstinLos Angeles, California
Preface
Leadership is much more an art, a belief, a condition of the heart, than a set of things to do. The visible signs of artful leadership are expressed, ultimately, in its practice.
—Max De Pree
Welcome to a challenging and wonderful journey—a journey about the commitments needed to make this world a better place, a journey exploring how you and the people in the groups you belong to can work together for meaningful change, and, ultimately, a journey into yourself. Dennis Roberts (2007), a member of the team that developed the Social Change Model of Leadership Development (SCM) and author of Chapter 1 in this book, calls this the “journey of deeper leadership” (p. 203).
The Social Change Model of Leadership Development
Contemporary times require a collaborative approach to leadership that can bring the talent of all members of a group to their shared purposes. The Social Change Model of Leadership Development approaches “leadership as a purposeful, collaborative, values-based process that results in positive social change” (emphasis added; Komives, Wagner, & Associates, 2009, p. xii; Higher Education Research Institute [HERI], 1996).
Assumptions About This Approach to Leadership
This approach to leadership is built on several key assumptions:
Leadership is concerned with effecting change on behalf of others and society.
Leadership is collaborative.
Leadership is a process rather than a position.
Leadership should be value-based.
All students (not just those who hold formal leadership positions) are potential leaders.
Service is a powerful vehicle for developing students' leadership skills.
In short, the approach proposed here differs in certain basic ways from traditional approaches that view leaders only as those who happen to hold formal leadership positions and that regard leadership as a value-neutral process involving positional “leaders” and “followers” (HERI, 1996, p. 10).
Goals of the Social Change Model
The SCM focuses on two primary goals:
To enhance student learning and development; more specifically, to develop in each student participant greater:
Self-knowledge:
understanding one's talents, values, and interests, especially as these relate to the student's capacity to provide effective leadership
Leadership competence:
the capacity to mobilize oneself and others to serve and work collaboratively
To facilitate positive social change at the institution or in the community. That is, undertake actions that will help the institution/community to function more effectively and humanely (HERI, 1996, p. 19)
Introducing the Seven Cs
The SCM includes seven values, referred to throughout the book as the Seven Cs, that synergistically become leadership for social change. All seven values work together to accomplish the transcendent C of Change. These values are grouped into three interacting clusters or dimensions: individual, group, and society or community. Individual values include Consciousness of Self, Congruence, and Commitment. Group values include Collaboration, Common Purpose, and Controversy With Civility. The societal or community dimension is presented as Citizenship. A premise of the model is that individuals can develop leadership capacity, groups can develop their leadership process, and communities can develop their capacity to engage groups and individuals in community goals. Although the book is approached to help the individual reader explore personal leadership capacity as an individual, in groups, and within communities, readers are encouraged to explore how groups and communities share leadership and how their process can be more intentional and effective.
The Ensemble
The SCM was developed by a team of leadership educators and scholars who have worked extensively with college students. As described further in the foreword and in Chapter 1, the project was funded by an Eisenhower Grant from the U.S. Office of Education in 1993–1996. The team realized early in the process that, similar to a good jazz ensemble, every member's contributions was essential, energy could flow among members of the group, and the whole was greater than the sum of its parts. This team named themselves the working ensemble to reinforce the value of the whole.
The ensemble was concerned that college students needed to value collective action for social change and to learn to work with others in socially responsible ways. The ensemble was further concerned that old paradigms of leadership emphasized only the role of the positional leader and not the relational, collaborative process of leadership among participants. Grounded in the belief that leadership capacity can be developed by anyone, the ensemble developed this values-based model that focused on how individuals can work effectively with others toward shared social concerns.
The model developed during a two-year process, including a weekend retreat with leadership educators and students from a diverse range of colleges and universities.
The SCM Book Project
The primary publication of the ensemble was a guidebook (HERI, 1996) designed for the use of leadership educators. This guidebook is available from the National Clearinghouse for Leadership Programs (NCLP; www.nclp.umd.edu). The guidebook was often used as a textbook for students, but it needed to be updated and reframed for undergraduate college students who might be studying leadership and seeking to develop their own effective leadership perspective and practices. Subsequently, professor Susan R. Komives, a member of the original ensemble and scholarship editor for the National Clearinghouse for Leadership Programs, challenged her graduate class of leadership educators in the College Student Personnel Program at the University of Maryland to research what college students needed to learn about leadership and to design and write a book that could be used as a text to teach about the Social Change Model. Leadership educator and former coordinator of the NCLP Wendy Wagner joined Komives to write and edit the first edition of this book, which was widely used in academic leadership courses and in cocurricular leadership programs.
Most of the original authors returned to update their chapters for this second edition joined by three original members of the ensemble, Alexander W. Astin writing the foreword, and Dennis C. Roberts and Marguerite Bonous-Hammarth authoring chapters. Sherry Early, former chair of the NASPA Student Leadership Knowledge Community, also joined the project. Social Change Model Leadership educators in Susan R. Komives's last class before her Maryland retirement developed rubrics for each of the Seven Cs in the SCM that are used in this second edition.
Kristan Cilente Skendall and Daniel Ostick led the development of a facilitator's guide for the SCM. Designed as an instructor's companion to this book, it is also intended to be used by leadership educators using the SCM in cocurricular and other settings. It is available from Jossey-Bass Publishers.
Purpose of the SCM Book
Nearly every college or university acknowledges that its graduates can, will, and, indeed, must be active leaders in their professions, their communities, and their world. Colleges expect their graduates to make this a better world. College students consistently affirm that they want their lives to matter and to make a difference (Komives, Lucas, & McMahon, 2013). College seniors seek jobs in which they can do well and do good (Levine & Cureton, 1998).
This book is a call to action and a framework for developing your capacity to work with other people as you engage in leadership to address shared purposes. The book encourages raising awareness of social issues that need attention and ways of being with each other that promote effectively addressing those issues.
Alexander Astin (2001), co-facilitator of the ensemble who developed the SCM and author of the foreword to this edition, observes that
American higher education has traditionally defined a “student leader” either as someone who occupies a formal student office (e.g., student body vice-president or editor of the student paper) or as someone who has achieved visibility on the campus by virtue of athletic or some other form of achievement. This rather narrow approach not only relegates most students to the role of “non-leader,” but also creates an implicit “leader-follower” hierarchy, which, in the minds of most students, greatly limits their notions of who can or should “lead.” The great power of the non-hierarchical approach to student leadership that characterizes this book is that it expands the number of potential “student leaders” to include virtually all students, while simultaneously transforming the process by means of which leadership is exercised on campus. (p. x)
In this book, the term leader is used without regard to a specific role in a group—whether as a positional leader or a participant engaging in the leadership process as a group member. We believe—and research supports—that leadership can be learned and that the capacity to engage in leadership with others can be developed (Dugan & Komives, 2007). This journey into deeper leadership is facilitated by action (practicing leadership and engaging with others) and by reflection (thinking about your experiences and making meaning about your observations). This action and reflection cycle is the heart of experiential learning (Dewey, 1923; Kolb, 1981). This cycle expands the individual's capacity to learn more effective ways of thinking about and engaging in leadership.
An old Hindu proverb says, “There is nothing noble about being superior to some other [person]. The true nobility is in being superior to your previous self.” Psychologist Carl Rogers's (1961) concept in On Becoming a Person validates the exploration of one's own experiences as the most potent source of knowledge for personal development:
Experience is, for me, the highest authority. The touchstone of validity is my own experience. No other person's ideas, and none of my own ideas, are as authoritative as my experience. It is to experience that I must return again and again, to discover a closer approximation to truth as it is in the process of becoming in me. Neither the Bible nor the prophets—neither Freud nor research—neither the revelations of God nor man—can take precedence over my own direct experience. (p. 23)
The processes of becoming something—becoming collaborative, becoming congruent, becoming a change agent—moves one from an uninformed consciousness about that awareness to a more informed consciousness able to examine the previous way of being in this process of becoming (Kegan, 1994).
In On Becoming a Leader, former university president and noted leadership scholar Warren Bennis (1989) wrote, “To become a leader, then you must become yourself, become the maker of your own life” (p. 40). Each of the chapters of this book asks you to reflect on how you are becoming the specific leadership dimension being presented. Think about the journey toward becoming more conscious of your effectiveness with that leadership value. Indeed, developing each of these leadership values, attitudes, and skills is a journey—the “becoming” process.
Focus of the Book
The ensemble and authors of this book focus on social change and socially responsible actions that readers can take to make the world a better place for everyone. The book is composed of five parts. Part 1 sets the foundation by situating this model in the broader field of leadership studies, particularly those approaches that value collaborative leadership and present the SCM. Parts 2 through 4 present the three key dimensions of the model and the values they contain. Part 5 challenges you to think of yourself as a change agent and explore the change outcomes of leadership, particularly social change.
Part 1 includes Chapters 1 and 2. Chapter 1 describes the development of the model in the context of the broader field of leadership studies. Chapter 2 describes and provides an overview of the Social Change Model of Leadership Development.
Parts 2 through 4 delve into the seven values (the Seven Cs) of the model grouped into three dimensions. Although these values can be examined in any order, we encourage reading them in the order presented. Part 2 presents the values on the individual level, which include the importance of having Consciousness of Self (Chapter 3), Congruence (Chapter 4), and Commitment (Chapter 5) in order to be effective in working with others to make change happen. Part 3 focuses on the group dimension of social change, specifically Collaboration (Chapter 6), Common Purpose (Chapter 7), and Controversy With Civility (Chapter 8). In Part 4, the dimension of society/community explores the value of Citizenship along with how communities work for change.
Part 5 emphasizes that the SCM is all about change. Chapter 10 looks at change as a concept: how individuals and groups can lead for change, and why change may be resisted. Chapter 11 explores the common social problems that people share and some of the processes used to address them. We encourage the reader to think deeply and personally about issues that need shared attention and how people can work collaboratively toward those changes. Chapter 12 examines how to apply the SCM. The epilogue ends the book by encouraging the reader to become a person who will have the courage to make this a better world. Additional resources on the SCM are also included at the end of the book.
Personal Reflection
Encouraging personal reflection is an essential aspect of this book. As Carl Rogers (1961) affirmed, one is always “becoming,” and the journey into effective leadership is a process of enhancing, improving, informing, and becoming. Deeper learning in leadership (Roberts, 2007) only happens through experiential learning and personal reflection. Each chapter in the book encourages the reader to reflect on the material through discussion questions and actions and reflections. The discussion questions focus your thinking on how the material relates to your experience and may be used in a class conversation to explore those topics.
References
Astin, A. A. (2001). Foreword. In C. L. Outcalt, S. K. Faris, & K. N. McMahon (Eds.),
Developing non-hierarchical leadership on campus: Case studies and best practices in higher education
(p. x). Westport, CT: Greenwood.
Bennis, W. G. (1989).
On becoming a leader.
Reading, MA: Addison-Wesley.
Dewey, J. (1923).
Democracy and education.
New York, NY: Macmillan.
Dugan, J. P., & Komives, S. R. (2007).
Developing leadership capacity in college students: Findings from a national study.
College Park, MD: National Clearinghouse for Leadership Programs.
Higher Education Research Institute (HERI). (1996).
A social change model of leadership development guidebook
(Version III). Los Angeles, CA: University of California, Los Angeles, Higher Education Research Institute.
Kegan, R. (1994).
In over our heads: The mental demands of modern life.
Cambridge, MA: Harvard University Press.
Kolb, D. A. (1981). Learning styles and disciplinary differences. In A. W. Chickering & Associates (Eds.),
The modern American college: Responding to the new realities of diverse students and a changing society
(pp. 232–255). San Francisco, CA: Jossey Bass.
Komives, S. R., Lucas, N., & McMahon, T. R. (2013).
Exploring leadership: For college students who want to make a difference
(3rd ed.). San Francisco, CA: Jossey-Bass.
Komives, S. R., Wagner, W., & Associates. (2009).
Leadership for a better world: Understanding the social change model of leadership development
(1st ed.). San Francisco, CA: Jossey-Bass.
Levine, A., & Cureton, J. S. (1998).
When hope and fear collide: A portrait of today's college student.
San Francisco, CA: Jossey-Bass.
Roberts, D. R. (2007).
Deeper learning in leadership: Helping college students find the potential within.
San Francisco, CA: Jossey-Bass.
Rogers, C. R. (1961).
On becoming a person: A therapist's view of psychotherapy.
Boston, MA: Houghton Mifflin.
Acknowledgments
Great admiration, gratitude, and credit goes to the members of the original ensemble who developed the Social Change Model of Leadership Development (SCM) and the guidebook that was the primary document for presenting this model for 20 years. Special thanks to the original authors of the first edition of Leadership for a Better World, whose passion and insight guided readers into more intentional collaborative leadership understandings. The commitment to social change, the drive for collaboration, belief in service as a pedagogy, and wisdom of these scholars and leadership educators live in this new book. This second edition is a tribute to their experience and ideas that have transcended time and context.
Special thanks to coprincipal investigators of the project, the late Helen S. Astin (professor emeritus, University of California, Los Angeles) and Alexander W. Astin (professor emeritus, University of California, Los Angeles), and ensemble members Marguerite Bonous-Hammarth (director of assessment, research, and evaluation, University of California, Irvine), Tony Chambers (associate professor emeritus at the University of Toronto), Len Goldberg (retired vice president for student affairs, University of Richmond), the late Cynthia S. Johnson (professor emeritus, California State University, Long Beach), Susan R. Komives (professor emerita, University of Maryland), Emily Langdon (coordinator of assessment, research, and evaluation, University of California, Merced), Carole Leland (Center for Creative Leadership, San Diego), Nance Lucas (executive director for the Center for the Advancement of Well-Being and associate professor, New Century College, George Mason University), Raechele L. Pope (associate professor, University of Buffalo), Dennis C. Roberts (consultant and former assistant vice president for education faculty and student services, Qatar Foundation, Education City), and Kathy M. Shellogg (consultant). Their affiliations at the time of developing the SCM appear in the 1996 guidebook. Hosted by the National Clearinghouse for Leadership Programs (NCLP), most of this group convened for a reunion of the ensemble in summer 2007 and affirmed the promise and role of this model in student leadership development.
Special thanks to the NCLP, which has promoted best practices in college student leadership development for 30 years. Check out this fine organization at www.nclp.umd.edu. We appreciate the support of longtime NCLP director, Craig Slack.
Wendy and Susan also thank the researchers on the Multi-Institutional Study of Leadership team (especially principal investigator John P. Dugan) for the research on the SCM that is advancing the practice and teaching of leadership for college students. The ongoing research and findings of that study are available at www.nclp.umd.edu and leadershipstudy.net. Special thanks to Bailey Albrecht who worked with her advisor, Paige Haber-Curran, to solicit and edit the many student stories shared in this edition. Bailey managed this process for us as a graduate assistant in the Leadership Institute and a master's student at Texas State University.
Thanks also to the team at Jossey-Bass, particularly former editor Erin Null and current editor Alison Knowles, whose unwavering support and encouragement to continue to bring the SCM to a broader audience made this project possible.
Wendy thanks her parents, Wendell and Cathy Wagner, for their consistent support and lifelong example of community involvement and leadership. Wendy also thanks Susan for mentorship, friendship, and princess tiaras. Susan is always grateful to Ralph, who makes everything possible. Very special thanks also to Ralph for rendering the SCM graphics.
Susan R. KomivesUniversity of Maryland, College Park
Wendy WagnerThe George Washington University, Washington, DC
About the National Clearinghouse for Leadership Programs
The National Clearinghouse for Leadership Programs (NCLP) provides a central clearinghouse of leadership materials, resources, and assistance to leadership educators. NCLP members receive publications, web access to resources, consultation assistance, and networking opportunities with other professionals engaged in leadership education with a focus on college students.
The NCLP supports cutting-edge research on leadership development and the dissemination of knowledge through a member listserv, website, institutes, symposia, virtual seminars, and high-quality publications.
The diversity of leadership programs in higher education and the dynamic nature of the subject challenge student affairs educators and faculty members continually to create and refine programs, training techniques, and contemporary models to fit the changing context of leadership education. The NCLP exists to help meet that challenge.
The NCLP is very proud of the impact of the first edition of Leadership for a Better World: Understanding the Social Change Model of Leadership Development and how it complemented other NCLP resources related to the Social Change Model of Leadership Development (SCM). The second edition will extend this work, incorporating evidence from the body of research on the SCM. Among the NCLP resources on the SCM is the socially responsible leadership scale (SRLS), an instrument designed to measure students' SCM leadership capacities. NCLP also sponsors the Multi-Institutional Study of Leadership, an international research project measuring college students' leadership development using the SRLS.
Visit http://www.nclp.umd.edu for more information on the NCLP and other educational material on the Social Change Model.
Craig SlackNCLP director
About the Authors and Editors
Cecilio Alvarez is an academic advisor in the College of Liberal Arts and Sciences at the University of Colorado Denver. He is a former coordinator of the National Clearinghouse for Leadership Programs and was engaged with research as a member of the Multi-Institutional Study of Leadership research team. He has served as an associate at the National Leadership Symposium, has taught undergraduate leadership courses, and has presented on leadership at the ACPA: College Student Educators International. He earned a Master of Education in college student personnel at the University of Maryland.
Alexander W. (Sandy) Astin is the Allan M. Cartter Distinguished Professor Emeritus of Higher Education and founding director of the Higher Education Research Institute at UCLA. The author of 23 books and some 300 other publications in the field of higher education, Sandy has been a recipient of awards for outstanding research from 13 national associations, a fellow at Stanford's Center for Advanced Study in the Behavioral Sciences, a recipient of 11 honorary degrees, and is a member of the National Academy of Education. In 1990 and 2010 the Journal of Higher Education identified Sandy as the author most frequently cited by others in the field of higher education. Sandy's research has focused on how undergraduate students are affected by their college experience, with particular emphasis on educational opportunity and equity, student persistence, service learning, assessment and evaluation, leadership, institutional transformation, and spiritual development. He and his wife Lena Astin were co-PIs of the Eisenhower grant that resulted in the Social Change Model of Leadership Development and coauthors of Leadership Reconsidered. His most recent book is Are You Smart Enough? How Colleges' Obsession with Smartness Shortchanges Students (Stylus, 2016).
Helen S. (Lena) Astin(1932–2015) was professor emeritus in the Graduate School of Education and a senior scholar at Higher Education Research Institute (HERI) at UCLA. This book is dedicated to Lena Astin. She was president of the Division of the Psychology of Women of the American Psychological Association and the American Association of Higher Education. She served as a member of the board of the National Council for Research on Women and as a member of the Committee on Women's Employment and Related Social Issues of the National Research Council. She published numerous articles and 11 books, including Women of Influence, Women of Vision: A Cross-Generational Study of Leaders and Social Change (1991). She and her husband Sandy Astin were co-PIs of the Eisenhower grant that resulted in the Social Change Model of Leadership Development and coauthors of Leadership Reconsidered. From 1983 to 1987, she served as the associate provost of UCLA's College of Letters and Science. Before coming to UCLA, she was director of research and education for the University Research Corporation in Washington, D.C.
Jennifer Bonnet is a research and instruction librarian at the University of Maine. In her position, she develops course-integrated library instruction, teaches an undergraduate information literacy course, and provides in-depth consultations for students and faculty members at all stages of their research. Previously, she worked with the Leadership, Community Service-Learning, and Student Involvement team in the Office of Campus Programs at the University of Maryland. She has researched, written, and presented on cocurricular leadership programs, community service participation and citizenship among undergraduate students, the library's role in undergraduate learning, and librarian approachability. Jen holds an MSI degree in library and information services from the University of Michigan and a master's in counseling and personnel services from the University of Maryland.
Marguerite Bonous-Hammarth is a director of assessment, research, and evaluation at the University of California, Irvine, Office of the Vice Chancellor for Student Affairs, and a cochair of the NASPA Knowledge Community on Student Affairs Partnering with Academic Affairs. Her work in higher education has spanned academic and administrative roles, including director of undergraduate admissions at the University of California, Irvine; researcher at the Higher Education Research Institute; and instructor and coordinator of a Spencer Foundation graduate research training program at the University of California, Los Angeles. Her publications include As the World Turns: Implications of Global Shifts in Higher Education for Theory, Research and Practice (edited with W. R. Allen and R. Teranishi, 2012). She was a member of the ensemble that developed the Social Change Model of Leadership Development. She received a master's in literature from the University of California, San Diego, and a PhD in education from the University of California, Los Angeles.
Sherry Early is an assistant professor at Marshall University's Leadership Studies program. Her dissertation, An Examination of Mentoring Relationships and Leadership Capacity in Resident Assistants, used the Multi-Institutional Study of Leadership data. She has spent several years as an administrator in residence life, leadership development, service-learning, and diversity initiatives, and has taught numerous leadership courses. Sherry served as a cochair for NASPA's Knowledge Community for Student Leadership Programs and has presented at the Association for Leadership Educators, Leadership Educator's Institute, and Leadership Education Academy, and has collaborated with the International Leadership Association and ACPA's Commission for Student Involvement. Sherry is a member of the ACPA 2017 planning committee overseeing the candidate experience at placement, and she serves as the NASPA IV–East Representative for the Administrators in Graduate and Professional Student Services Knowledge Community. Sherry received her master's in student affairs administration from Michigan State University and her PhD in higher education administration from Bowling Green State University.
Jordan England is the associate director of international admissions and recruitment at the University of California, Davis, and serves on the committee for Europe, the Middle East, and Africa with the Council of International Schools. She has facilitated courses on leadership at the University of Maryland and the University of Michigan and has coordinated the development of social justice and diversity-oriented leadership retreats for students and staff members at the University of California, Santa Cruz. Jordan has presented locally, regionally, and nationally on topics including leadership development and social identities, collaborative leadership, and the relationship among service, leadership, and civic engagement. She earned a Master of Education in college student personnel at the University of Maryland and a credential in school counseling at Sonoma State University.
Justin Fincher is the assistant vice president for advancement at The Ohio State University, where he oversees teams that advance the overall constituent experience and philanthropic support for the institution. He previously held roles at Rutgers University and Johns Hopkins University leading teams responsible for assessment and research, marketing and communications, talent management, and constituent engagement. Justin's research is centered on how individuals find their sense of belonging and confidence within diverse environments. He was a member of the Multi-Institutional Study of Leadership research team and earned his master's and PhD at the University of Maryland's college student personnel program.
Ashlee M. Kerkoff is the director of undergraduate career programming in the Office of Career Services in the Smith School of Business at the University of Maryland. In this role, she provides strategic direction for the career preparation, education, and placement of 3,000 business undergraduates. She began her career in the University of Maryland Department of Resident Life developing a residential program aimed to engage students in the academic community and prepare for living and working in a global society. She completed a Master of Education in college student personnel at the University of Maryland and a Bachelor of Science in leadership and management and Spanish at the University of St. Thomas.
Susan R. Komives is professor emerita at the University of Maryland. She is past president of the Council for the Advancement of Standards in Higher Education and ACPA: College Student Educators International. She was vice president of two colleges and is the author or editor of a dozen books including Student Services, Exploring Leadership, Leadership for a Better World, and TheHandbook for Student Leadership Development. She is executive founding editor of the New Directions in Student Leadership series. She was a member of the teams that developed Learning Reconsidered, the relational leadership model, the Multi-Institutional Study of Leadership, and the leadership identity development grounded theory. She was a member of the ensemble that developed the Social Change Model of Leadership Development. She is cofounder of the National Clearinghouse for Leadership Programs (NCLP) and a former member of the board of directors of the International Leadership Association. Susan is a recipient of the ACPA and NASPA outstanding research awards, the Distinguished Leadership & Service Award from the Association of Leadership Educators, and the ACPA Life Time Achievement Award.
Daniel Ostick serves as the assistant director for assessment, communication, and administration in the Adele H. Stamp Student Union–Center for Campus Life at the University of Maryland. Previously, he was the coordinator for leadership curriculum development and academic partnerships. Daniel regularly teaches course work on leadership theory and global leadership and has published articles and chapters on the SCM, diversity and leadership, and LGBT issues and leadership. He has held positions in residence life at the University of Maryland, the University of Texas at Austin, and the University of Illinois at Urbana-Champaign. Daniel earned his PhD in college student personnel from the University of Maryland, received his master's in college student personnel administration from Indiana University, and obtained his undergraduate degree in advertising from the University of Georgia.
Dennis C. Roberts is an independent consultant who works with colleges and universities to enhance their impact in student leadership learning and international understanding. He has served in numerous senior leadership positions in higher education in the United States and abroad. He has authored 4 books and more than 50 book chapters and other articles including the first book advocating for comprehensive leadership development for college and university students in 1981. His book, Deeper Learning in Leadership (2007), urged educators to help students find and persist in fulfilling their purpose in life as the central focus of leadership learning. He was a member of the ensemble that developed the Social Change Model of Leadership Development.
Tricia R. Shalka is an assistant professor in the Warner School of Education's higher education program at the University of Rochester. Tricia's primary research interest concerns the intersection of trauma and college student development. She also continues to investigate college student leadership development in her scholarly work, most recently exploring the role of mentorship in leadership development outcomes for international students. Tricia has worked in a variety of areas of higher education administration including institutional assessment, residential life, fraternity and sorority life, and development and alumni relations. She holds a PhD from The Ohio State University, a master's from the University of Maryland, and a bachelor's from Dartmouth College.
Marybeth Drechsler Sharp is executive director of the Council for the Advancement of Standards in Higher Education (CAS). Previously, she worked with leadership and service-learning in UMD's College Park scholars living-learning program and in residence life at the University of Missouri and the University of Central Missouri. Marybeth served as a research team member for the National Study of Living-Learning Programs and Autoethnographic Research Group. She has researched and presented on topics of student learning outcomes, leadership self-efficacy, dimensions of identity development, student engagement in living-learning environments, and the motives and experiences of faculty members involved with living-learning programs. She completed her doctorate in college student personnel at the University of Maryland, where she also has served as an adjunct instructor and internship supervisor.
Kristan Cilente Skendall is a leadership educator who has worked at Georgetown University, the University of Arizona, and the University of Maryland, College Park. She is currently the associate director of the Gemstone Honors Program, a four-year, interdisciplinary, team research program at the University of Maryland. Kristan has served as a co–lead facilitator with the LeaderShape Institute, has taught numerous leadership courses, has presented at dozens of national and international conferences, and was a member of the Multi-Institutional Study of Leadership research team. She has served on the executive council of ACPA–College Student Educators International, served as chair of the 2015 ACPA annual convention, has been an associate at the National Leadership Symposium, and served as the coordinator for the National Clearinghouse for Leadership Programs. Kristan earned her bachelor's at the College of William & Mary in sociology and history, her master's at the University of Arizona in higher education administration, and her PhD at the University of Maryland in college student personnel.
Alex Teh is the senior manager of the change management practice at Collaborative Solutions, LLC, a finance and HR transformation consultancy specializing on enterprise cloud software. He has spent more than a decade focusing on developing and enabling student and business leaders across the higher education, nonprofit, and private sectors. Alex began his career at the University of Maryland (UMD) as the coordinator of the America Reads program and later UMD's Sport Clubs program, while also teaching leadership and university orientation courses. He has done extensive work in recruitment, training, and human resources with Teach For America. Alex earned a Master of Education in college student personnel at the University of Maryland.
Wendy Wagner is the Honey W. Nashman Fellow for Faculty Development in the Honey W. Nashman Center for Civic Engagement and Public Service and visiting assistant professor of human services and social justice at The George Washington University. Previously, Wendy served as the director of the Center for Leadership and Community Engagement and assistant professor of leadership and community engagement in New Century College at George Mason University. Wendy is a coeditor of Leadership for a Better World (2009) and The Handbook for Student Leadership Development (2011), as well as Exploring Leadership: For College Students Who Want to Make a Difference; Facilitator Activity Guide (2013); and the accompanying Student Workbook (2013). She is coeditor of Leadership Development Through Service-Learning (2016), an issue in the New Directions for Student Leadership series. She is a 2010 recipient of the American Association of Colleges & Universities K. Patricia Cross Future Leaders Award.
Part 1Understanding the Social Change Model of Leadership Development
We must not, in trying to think about how we can make a big difference, ignore the small daily differences we can make which, over time, add up to the big differences that we often cannot foresee.
—Marian Wright Edelman
The Social Change Model of Leadership Development (SCM) is all about positive, social change. Social change often includes acts that aim to improve the human condition or care for the environment. It may also be revealed in the more purposeful ways people work together because they value socially responsible leadership. The SCM embraces both modal and end values (Burns, 1978). How people engage with each other matters, along with the outcomes and purposes of their change activity.
Change is a dynamic constant in people's lives. Heraclitus wrote, “Nothing endures but change.” Change comes at us all the time. It is the intersection of the way things are with the way they will be. Leadership for social change is the opportunity people have to direct change toward a future we desire.
Futurist Alvin Toffler observed that “change is the way the future invades our lives” (1970, p. 1). Extending Toffler's observation, Komives (2005) asserts “leadership is the way we invade the future” (p. 157). Leadership means responsibly choosing courses of action toward a desirable future.
Change is explored fully in Part 5 of this book yet needs to be introduced here to keep the end goal in perspective. Leadership and change are inexorably intertwined. After developing the SCM, several ensemble members went on to develop Leadership Reconsidered (Astin & Astin, 2000), which captured this important relationship:
We believe that leadership is a process that is ultimately concerned with fostering change. In contrast to the notion of “management,” which suggests preservation or maintenance, “leadership” implies a process where there is movement—from wherever we are now to some future place or condition that is different. Leadership also implies intentionality, in the sense that the implied change is not random—“change for change's sake”—but is rather directed toward some future end or condition which is desired and valued. Accordingly, leadership is a purposive process which is inherently value-based. (emphasis added; p. 8)
The leadership values of the SCM could guide this purposive process. Chapter 1 sets the context for this approach to collaborative, values-based leadership. Chapter 2 presents an overview of the Social Change Model and a summary of its key values.
References
Astin, A. W., & Astin, H. S. (2000).
Leadership reconsidered: Engaging higher education in social change.
Battle Creek, MI: W. K. Kellogg Foundation.
Burns, J. M. (1978).
Leadership.
New York, NY: Harper & Row.
Komives, S. R. (2005). It's all about relationships. In A. B. Harvey-Smith (Ed.),
The seventh learning college principle: A framework for transformational change in learning organizations
(pp. 157–164). Washington, DC: National Association of Student Personnel Administrators.
Toffler, A. (1970).
Future shock.
New York, NY: Bantam.
1Transitions and Transformations in Leadership
Dennis C. Roberts
The adaptive demands of our societies require leadership that takes responsibility without waiting for revelation or request. One may lead perhaps with not more than a question in hand.
—Ronald Heifetz
The Social Change Model of Leadership Development (SCM; Higher Education Research Institute [HERI], 1996), on which Leadership for a Better World is based, emerged at a time when numerous researchers and theorists were beginning to think of leadership in different ways. Those who created the model believed that there needed to be a framework for understanding leadership that college and university students could embrace and that would reflect the societal changes that were under way at the time. It is gratifying that so many years later the model remains relevant and is one of the most widely used on college and university campuses throughout the United States and in many other countries around the world (Kezar, Carducci, & Contreras-McGavin, 2006).
The creators of the SCM were uniquely concerned with leadership that started with personal commitment, was transformed through collaboratively sharing the work of leadership with others, and was ultimately intended to serve others and society at large. This focus on individual, organizational, and societal or community transformation was prophetic in anticipating the commitment to social justice and service that we see among many of today's college and university students.
The authors of the Social Change Model wrote:
a leader is not necessarily a person who holds some formal position of leadership or who is perceived as a leader by others. Rather, we regard a leader as one who is able to effect positive change for the betterment of others, the community, and society. All people, in other words, are potential leaders. Moreover, the process of leadership cannot be described simply in terms of the behavior of an individual; rather, leadership involves collaborative relationships that lead to collective action grounded in the shared values of people who work together to effect positive change. (HERI, 1996, p. 16) (bold in original)
