美国高校大学生领导教育研究
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摘要
1970年代以来,美国高校兴起了大学生领导教育,这对我国应对全球化时代的需要和促进领导人才的成长都颇具借鉴价值,国内领导教育学界对该研究领域的忽视也昭示了本研究的理论意义。基于这种认识,本文综合运用文献分析、归纳、比较等研究方法,对美国高校大学生领导教育的内涵、兴起的背景、历史演进、教育目的、课程结构、教育效果、理论基础、性质与特点等方面进行了剖析,并总结了其启示。具体而言,序章之后,文章的主体共分五个部分:
第一章为概论,在明确概念内涵和研究范围的基础上,对美国高校大学生领导教育的基本情况进行介绍。美国高校之所以兴起大学生领导教育,是国内面临的领导危机及对有效领导者的呼唤、雇主对毕业生领导素质的日益强调及学生事务部门工作理念的创新等内外因素协同作用的结果,但这种教育不是凭空产生的,而是高校顺应时代和社会要求不断孕育的结果。殖民地时代的高校在培养领导人物的历史使命之下,已经在不自觉地培养狭义的领导者。虽然南北战争以后大学生领导力的培养被高校官方忽视,但自发的大学生领导教育从来没有停止过,迫使官方不得不严肃地对待这一现象,终于在1970年代末,在各专业协会的大力推动下,高校对大学生领导教育的承诺日益明晰,相关项目如雨后春笋纷纷涌现。这些教育计划广泛地分布在各种类型的院校,一般由学生事务部门主管,实践中的模式差别较大。
第二章主要考察美国高校大学生领导教育的目标。资料表明,各高校对于大学生领导教育的目标尚无统一的表述和承诺,但深入分析其深层次使命,则可发现,培养新型的公民领导者是其基点。当时社会背景下的领导实践与理论取向及大学生的素质结构现状形成了影响这种目标人格取向的合力。对于这种新型公民领导者的素质结构要求,可以从知识、行为和价值观等三个维度进行把握。
第三章主要考察美国高校大学生领导教育的基本途径,认为其可以分课程教学、课程辅助活动、社区服务、指导和领导工作等五个部分。其中,课程教学旨在向学员传授领导知识、技能和价值观,课程辅助活动旨在引导学员深入探讨相关主题和习得某种技能,社区服务是培养社区意识、公益情怀、社会责任感以及理论联系实际的桥梁,指导为学生提供个性化的领导力提升服务,领导工作则是学员“在游泳中学习游泳”的良好平台,但具体实践中的大学生领导教育计划未必都包含上述五个模块,而是根据各自的目标有所取舍和侧重。
第四章对美国高校大学生领导教育进行了评析。当前美国高校的大学生领导教育较好地促进了项目参与者的领导素质发展,并对高校及周围的社区产生了积极影响。取得这些成绩的主要经验包括来自社会的支持和配合、高校在开展大学生领导教育方面的战略视野和获取资源的优势、微观层面的管理卓有成效等。但这并非意味着美国高校的大学生领导教育已经无懈可击,目力所及的资料表明,尚有三个问题对美国高校大学生领导教育的进一步发展形成挑战:资金来源欠稳定、理论基础研究相对薄弱、实践标准有待推广。美国高校的大学生领导教育有几个特点,主要包括具有跨学科性、与通识教育具有历史和逻辑关联、注重对社区的承诺、与专业教育有机结合、注重多文化意识的培养、关注弱势群体等等。而对于美国高校大学生领导教育的进一步发展动向,估计将有三个明显的趋势:项目数量日益增加;校际合作成为潮流;境外学习有望受到青睐。
第五章对高校、领导教育和大学生领导教育的关系所作的历史考察表明,高校自诞生之日起,一直在有意无意地介入领导教育,且这种介入并未因独立领导教育机构的产生而式微。这说明,高校本身的结构或性质天然适合从事领导教育,而大学生领导教育的产生或许有着内在的逻辑必然性。因此,在进一步推进领导教育的过程中,任何忽视高校力量的行为都是不理性的。对于当前的领导教育来说,借重高校力量的举措之一就是开展大学生领导教育。这是符合领导人才成长规律的选择,是西方国家值得关注的动向。对于我国来说,更是具有提升全球化时代竞争力、推进民主政治进程、提升后备干部素质、促进高校和社区的互动、缓解大学生的就业难问题等方面的价值。尽管大学生领导教育具有如此重要的战略意义,当前我国高校中的相关实践却不令人乐观。基于此,笔者认为应该采取如下措施推进之:增强对大学生领导教育战略价值的认识;努力面向全体学生实施教育;加强作为新型领导者本质特征的价值观教育;通过整合现有资源加强课程开发;注重多元文化意识和全球视野教育等。
Since the late of 1970s, with the advent of global age, the leadership crisis and the call for effective leaders, as well as the emphasis put on the graduates' leadership attributes by employers in America compel higher education institutions reconsider its mission, which makes the development of students' leadership an unavoidable concern. At the same time, the innovation of work principle in student affair department makes the leadership education beneficial to students' development attractive undertaking. Under this background, the student leadership education is emerging in higher education institutions, which can be seen from more and more education programs. However, the student leadership education in American higher education institutions is not formulated in a vacuum, on the contrary, it results from higher education institutions' continuous response to the times and society. In the colony times, under the mission of developing leaders, American higher education institutions had been producing the traditional leaders. After civil war, with the emergence of specialized education, the development of students' leadership had once been neglected, however, the spontaneous student leadership education has never ceased to happen, which impels the official seriously deal with it. Finally, in the late of 1970s, facing with the call for ethic education from leadership crisis, promoted by professional associations, higher education institutions' commitment to leadership is increasingly clear, with the leadership programs springing up like mushrooms. Generally, these programs are charged by student affairs department. Though the operation model is different, nearly all the programs have multi-structured staff, appropriate class scale, strict requirement and rich resources.
The examination of available data shows that the goals of student leadership education in higher education institutions are not consistent with each other, but the development of new type citizen leaders lie in the core of their mission. The "new type leaders" have the global horizon, cross-culture awareness, social responsibility, change orientation and ethic consciousness when compared to traditional transaction leaders; the "citizen leaders" is different from those official leaders with formal power and duty, because they put their identity as citizen at first place, and leader as the second. However, at whatever levels they act, this kind of leaders own engagement consciousness, community complex and public welfare feelings. The reasons for American higher education institutions intend to develop new citizen leaders are as followings: first, globalization call for new leadership paradigm, which requires the new generation of leaders good at dealing with change and different cultures. Second, American public prefer to the "bottom up" leadership model, which makes the grass-root leaders win the good grace. Third, the college students in 1980s were apathetic toward to citizen responsibility, featured by individualism and declined ethics awareness, which demand the response to it from leadership education programs. Last, the theory of transformation leadership and service leadership, as well as the concern with leadership ethics since 1970s inevitably influence college student leadership education.
Though the student leadership education program in American higher education institutions don't have united attributes requirement for the new type leaders. However, the examination of available data shows that the expectations for this kind of leaders' attributes fall into three dimensions: knowledge, action and affection. Among them, the knowledge requirement includes professional, leadership and extended knowledge. The action dimensions demand of interpersonal and intrapersonal skills, decision-making ability and critic thinking ability. The affection dimensions demand of the willingness and values for leadership. In practice, the different leadership programs put emphasis on different attributes.
In order to achieve the goal, the student leadership program adopt rich-instructed education means. Usually, they can be divided into five fields, including academic course, co-curricular activities, community service, mentoring and leadership job. Among them, academic course mean to teach leadership knowledge, skill and values. Co-curricular activities mean to guide students discuss related topics and acquire some skills. Community service can help to develop community awareness, public feelings, social responsibility and serve as bridge between theory and practice. Mentoring provide student with individual leadership education service. Leadership job give students the opportunity to practice leadership. However, not all the leadership education programs arrange the above five modules, but put emphasis on different means.
The evaluation by Kellogg Foundation and HERI shows that the student leadership education in American higher education institutions well promotes the leadership development of participants, meantime, higher education institutions themselves and the neighborhood community benefit from it. The following experiences contribute to its success: the support from society; the strategic horizon and academic advantage of higher education institution; the excellent program management. However, it doesn't mean that the student leadership education in American higher education institutions is perfect, there are three problems challenging their further development: the unstable fund source; the unsound theoretical base and the inconsistent practice. The author believes, as to the further development direction, there are three obvious trends: the increasing of program numbers; the population of cooperation between institutions and the emphasis on studying abroad.
The deep probe of the nature of student leadership education in American higher education institutions shows that it is interdisciplinary. Its courses can be found in any discipline, the professional background of its staff and students is multiple. The complication of leadership activity and the comprehension of leadership research are responsible for it.
The student leadership education programs in American higher education institutions have some practice in common due to the influence of some theories in leadership and educational psychology field. In the leadership field, there are the social change model of leadership development and the three factors in leader development. In the educational psychology field, there are constructivism and empirical learning theory.
The student leadership education in American higher education institutions is featured by the followings: the historical and logical relations with liberal education; the commitment to community; the integral combination with professional education; the emphasis on multiple-culture awareness; the concerns for disadvantageous groups.
The historical examination of the relationship among higher education institutions, leadership education and college student leadership education shows that higher education institutions has been involving with leadership education, consciously or not. Moreover, the involvement has never faded because of the appearance of independent leadership education institutions. The structure or nature of higher education institution is suitable to leadership education, and the college student leadership education maybe the logical result. So, during the process of promoting leadership education, the higher education institution deserves the attention.
For the current leadership education, one of the measures to lend force from higher education institutions is to carry out student leadership education. This is the choice fit for the leader development rule and the trend deserving the attention. For our country, it also can enhance the competency power in global age, promote the democratic politics process, heighten the future leader quality, promote the interaction between university and community and make the graduate employment easier.
With such important strategic meaning, the student leadership education in our higher education institutions is by no means optimism. The following advices can help to promote it: strengthen the strategic value of college student leadership education; carry out the education among all students at campus; pay attention to value education; develop curriculum by integrating current resources; put emphasis on multiple-culture awareness and global horizon.
第一章为概论,在明确概念内涵和研究范围的基础上,对美国高校大学生领导教育的基本情况进行介绍。美国高校之所以兴起大学生领导教育,是国内面临的领导危机及对有效领导者的呼唤、雇主对毕业生领导素质的日益强调及学生事务部门工作理念的创新等内外因素协同作用的结果,但这种教育不是凭空产生的,而是高校顺应时代和社会要求不断孕育的结果。殖民地时代的高校在培养领导人物的历史使命之下,已经在不自觉地培养狭义的领导者。虽然南北战争以后大学生领导力的培养被高校官方忽视,但自发的大学生领导教育从来没有停止过,迫使官方不得不严肃地对待这一现象,终于在1970年代末,在各专业协会的大力推动下,高校对大学生领导教育的承诺日益明晰,相关项目如雨后春笋纷纷涌现。这些教育计划广泛地分布在各种类型的院校,一般由学生事务部门主管,实践中的模式差别较大。
第二章主要考察美国高校大学生领导教育的目标。资料表明,各高校对于大学生领导教育的目标尚无统一的表述和承诺,但深入分析其深层次使命,则可发现,培养新型的公民领导者是其基点。当时社会背景下的领导实践与理论取向及大学生的素质结构现状形成了影响这种目标人格取向的合力。对于这种新型公民领导者的素质结构要求,可以从知识、行为和价值观等三个维度进行把握。
第三章主要考察美国高校大学生领导教育的基本途径,认为其可以分课程教学、课程辅助活动、社区服务、指导和领导工作等五个部分。其中,课程教学旨在向学员传授领导知识、技能和价值观,课程辅助活动旨在引导学员深入探讨相关主题和习得某种技能,社区服务是培养社区意识、公益情怀、社会责任感以及理论联系实际的桥梁,指导为学生提供个性化的领导力提升服务,领导工作则是学员“在游泳中学习游泳”的良好平台,但具体实践中的大学生领导教育计划未必都包含上述五个模块,而是根据各自的目标有所取舍和侧重。
第四章对美国高校大学生领导教育进行了评析。当前美国高校的大学生领导教育较好地促进了项目参与者的领导素质发展,并对高校及周围的社区产生了积极影响。取得这些成绩的主要经验包括来自社会的支持和配合、高校在开展大学生领导教育方面的战略视野和获取资源的优势、微观层面的管理卓有成效等。但这并非意味着美国高校的大学生领导教育已经无懈可击,目力所及的资料表明,尚有三个问题对美国高校大学生领导教育的进一步发展形成挑战:资金来源欠稳定、理论基础研究相对薄弱、实践标准有待推广。美国高校的大学生领导教育有几个特点,主要包括具有跨学科性、与通识教育具有历史和逻辑关联、注重对社区的承诺、与专业教育有机结合、注重多文化意识的培养、关注弱势群体等等。而对于美国高校大学生领导教育的进一步发展动向,估计将有三个明显的趋势:项目数量日益增加;校际合作成为潮流;境外学习有望受到青睐。
第五章对高校、领导教育和大学生领导教育的关系所作的历史考察表明,高校自诞生之日起,一直在有意无意地介入领导教育,且这种介入并未因独立领导教育机构的产生而式微。这说明,高校本身的结构或性质天然适合从事领导教育,而大学生领导教育的产生或许有着内在的逻辑必然性。因此,在进一步推进领导教育的过程中,任何忽视高校力量的行为都是不理性的。对于当前的领导教育来说,借重高校力量的举措之一就是开展大学生领导教育。这是符合领导人才成长规律的选择,是西方国家值得关注的动向。对于我国来说,更是具有提升全球化时代竞争力、推进民主政治进程、提升后备干部素质、促进高校和社区的互动、缓解大学生的就业难问题等方面的价值。尽管大学生领导教育具有如此重要的战略意义,当前我国高校中的相关实践却不令人乐观。基于此,笔者认为应该采取如下措施推进之:增强对大学生领导教育战略价值的认识;努力面向全体学生实施教育;加强作为新型领导者本质特征的价值观教育;通过整合现有资源加强课程开发;注重多元文化意识和全球视野教育等。
Since the late of 1970s, with the advent of global age, the leadership crisis and the call for effective leaders, as well as the emphasis put on the graduates' leadership attributes by employers in America compel higher education institutions reconsider its mission, which makes the development of students' leadership an unavoidable concern. At the same time, the innovation of work principle in student affair department makes the leadership education beneficial to students' development attractive undertaking. Under this background, the student leadership education is emerging in higher education institutions, which can be seen from more and more education programs. However, the student leadership education in American higher education institutions is not formulated in a vacuum, on the contrary, it results from higher education institutions' continuous response to the times and society. In the colony times, under the mission of developing leaders, American higher education institutions had been producing the traditional leaders. After civil war, with the emergence of specialized education, the development of students' leadership had once been neglected, however, the spontaneous student leadership education has never ceased to happen, which impels the official seriously deal with it. Finally, in the late of 1970s, facing with the call for ethic education from leadership crisis, promoted by professional associations, higher education institutions' commitment to leadership is increasingly clear, with the leadership programs springing up like mushrooms. Generally, these programs are charged by student affairs department. Though the operation model is different, nearly all the programs have multi-structured staff, appropriate class scale, strict requirement and rich resources.
The examination of available data shows that the goals of student leadership education in higher education institutions are not consistent with each other, but the development of new type citizen leaders lie in the core of their mission. The "new type leaders" have the global horizon, cross-culture awareness, social responsibility, change orientation and ethic consciousness when compared to traditional transaction leaders; the "citizen leaders" is different from those official leaders with formal power and duty, because they put their identity as citizen at first place, and leader as the second. However, at whatever levels they act, this kind of leaders own engagement consciousness, community complex and public welfare feelings. The reasons for American higher education institutions intend to develop new citizen leaders are as followings: first, globalization call for new leadership paradigm, which requires the new generation of leaders good at dealing with change and different cultures. Second, American public prefer to the "bottom up" leadership model, which makes the grass-root leaders win the good grace. Third, the college students in 1980s were apathetic toward to citizen responsibility, featured by individualism and declined ethics awareness, which demand the response to it from leadership education programs. Last, the theory of transformation leadership and service leadership, as well as the concern with leadership ethics since 1970s inevitably influence college student leadership education.
Though the student leadership education program in American higher education institutions don't have united attributes requirement for the new type leaders. However, the examination of available data shows that the expectations for this kind of leaders' attributes fall into three dimensions: knowledge, action and affection. Among them, the knowledge requirement includes professional, leadership and extended knowledge. The action dimensions demand of interpersonal and intrapersonal skills, decision-making ability and critic thinking ability. The affection dimensions demand of the willingness and values for leadership. In practice, the different leadership programs put emphasis on different attributes.
In order to achieve the goal, the student leadership program adopt rich-instructed education means. Usually, they can be divided into five fields, including academic course, co-curricular activities, community service, mentoring and leadership job. Among them, academic course mean to teach leadership knowledge, skill and values. Co-curricular activities mean to guide students discuss related topics and acquire some skills. Community service can help to develop community awareness, public feelings, social responsibility and serve as bridge between theory and practice. Mentoring provide student with individual leadership education service. Leadership job give students the opportunity to practice leadership. However, not all the leadership education programs arrange the above five modules, but put emphasis on different means.
The evaluation by Kellogg Foundation and HERI shows that the student leadership education in American higher education institutions well promotes the leadership development of participants, meantime, higher education institutions themselves and the neighborhood community benefit from it. The following experiences contribute to its success: the support from society; the strategic horizon and academic advantage of higher education institution; the excellent program management. However, it doesn't mean that the student leadership education in American higher education institutions is perfect, there are three problems challenging their further development: the unstable fund source; the unsound theoretical base and the inconsistent practice. The author believes, as to the further development direction, there are three obvious trends: the increasing of program numbers; the population of cooperation between institutions and the emphasis on studying abroad.
The deep probe of the nature of student leadership education in American higher education institutions shows that it is interdisciplinary. Its courses can be found in any discipline, the professional background of its staff and students is multiple. The complication of leadership activity and the comprehension of leadership research are responsible for it.
The student leadership education programs in American higher education institutions have some practice in common due to the influence of some theories in leadership and educational psychology field. In the leadership field, there are the social change model of leadership development and the three factors in leader development. In the educational psychology field, there are constructivism and empirical learning theory.
The student leadership education in American higher education institutions is featured by the followings: the historical and logical relations with liberal education; the commitment to community; the integral combination with professional education; the emphasis on multiple-culture awareness; the concerns for disadvantageous groups.
The historical examination of the relationship among higher education institutions, leadership education and college student leadership education shows that higher education institutions has been involving with leadership education, consciously or not. Moreover, the involvement has never faded because of the appearance of independent leadership education institutions. The structure or nature of higher education institution is suitable to leadership education, and the college student leadership education maybe the logical result. So, during the process of promoting leadership education, the higher education institution deserves the attention.
For the current leadership education, one of the measures to lend force from higher education institutions is to carry out student leadership education. This is the choice fit for the leader development rule and the trend deserving the attention. For our country, it also can enhance the competency power in global age, promote the democratic politics process, heighten the future leader quality, promote the interaction between university and community and make the graduate employment easier.
With such important strategic meaning, the student leadership education in our higher education institutions is by no means optimism. The following advices can help to promote it: strengthen the strategic value of college student leadership education; carry out the education among all students at campus; pay attention to value education; develop curriculum by integrating current resources; put emphasis on multiple-culture awareness and global horizon.
引文
1 Pennington,P.(2005).The Leadership Pie:Grab Your Piece Before it's Gone![J].Journal of Leadership Education,4(1):75
2 转引自 Coivin,R..E.(2003).Leadership Studies and Liberal Education[J].Journal of Leadership Education,2(2):28.
3 这从一些领导人才的回忆录可以窥见一斑。如克林顿在其回忆录《我的生活》中曾浓墨重彩大谈大学生活对他从政生涯的影响,无独有偶,希拉里在其回忆录《亲历历史》中也曾经讲到大学生活对其领导力发展的价值。
4 李冲锋.领导教育学的学科自立[D].上海:华东师范大学教育科学学院,2007:24-27
5 李冲锋.领导教育学的学科自立[D].上海:华东师范大学教育科学学院.2007.
6 之所以在文献搜索过程中引入了“leadership training”这一关键词,是因为有时它会被用于统称高校中的领导教育活动。至于它与“领导教育”的联系与区别,详见第一章的分析。
7 Zeleny,L.D.(1941).Experiments in Leadership Training.Journal of Educational Sociology,14(5):310-313
8 Watt,W.M.(2003).Effective Leadership Education:Developing a Core Curriculum for Leadership Studies[J].Journal of Leadership Education,2(1):13.
9 Watt,W.M.(2003).Effective Leadership Education:Developing a Core Curriculum for Leadership Studies[J].Journal of Leadership Education,2(1):13-26.
10 凯洛格(Kellogg)基金会由W.K.Kellogg于1930年6月创建,其使命为运用知识解决人类问题。它目前是全美排名前十的独立基金会之一,每年赞助许多高等教育计划,其中,高校领导教育计划占有很高的比例(郭圆圆,2007)。
11 Zimmerman-Oster,K.,& Berkhardt,J.C.(1999).Leadership in the making:Impact and insights from leadership development programs in U.S.colleges and universities[R].Battle Creek,MI:W.K.Kellogg Foundation.http://www.wkkf.org/.2007.06.08.
12 Schwartz,M.K.,Axtman,K.M.,& Freeman,R.H.(Eds.).1998.Leadership education:A source book of courses and programs:7~(th)edition[M].Greensboro,NC:Center for Creative Leadership.
13 翁文艳.国外领导教育与培训概览[M].上海:华东师范大学出版社,2008:221-263.
14 赵红梅.当代美国女子高校的领导力教育——对15所女子学院的研究[D].北京:首都师范大学教育科学学院,2005:3.
15[美]彼得·诺斯豪斯.领导学:理论与实践(第二版)[M].吴荣先等译.南京:江苏教育出版社.2002:22.
16 Langone,C.A.(2004).The Use of a Citizen Leader Model for Teaching Strategic Leadership[J].Journal of Leadership Education,3(1):82.
17 Hackman,M.Z.,Kidin,A.M.& Tharp,J.L.(2004).Prescriptive Leadership Development:Developing Tomorrows Leaders Today[J].Journal of Leadership Education,3(1):73.
18 Watt,W.M.(2003).Effective Leadership Education:Developing a Core Curriculum for Leadership Studies[J].Journal of Leadership Education,2(1):15.
19 Bolman,L.,& Deal,T.(1991).Reframingorganizations:Arfistry,choice,andleadership.San Francisco:Josscy-Bass,p.404.转引自 MacNeil,C.A.(2006).Bridging generations:Applying adult leadership theories to youth leadership development[J].New Directions for Youth Development,109:27
20 Astin,A.W.,& Astin,H.S.(2000).Leadership reconsidered:Engaging higher education in social change[R].Battle Creek,MI:W.K.Kellogg Foundation.http://www.wkkf.org/.2007.06.08.
21 Zimmerman-Oster,K.,& Berkhardt,J.C.(1999).Leadership in the making:Impact and insights from leadership development programs in U.S.colleges and universities[R].Battle Creek,MI:W.K.Kellogg Foundation.http://www.wkkf.org/.2007.06.08.
22[美]彼得·诺斯豪斯.领导学:理论与实践(第二版)[M].吴荣先等译.南京:江苏教育出版社.2002:2.
23[美]海克曼,M.,约翰逊,K.领导学:沟通的视角(第三版)[M].王瑞华译.上海:世纪出版集团上海人民出版社.2004:14.
24 Astin,A.W.,& Astin,H.S.(2000).Leadership reconsidered:Engaging higher education in social change[R].Battle Creek,MI:W.K.Kellogg Foundation.http://www.wkkf.org/.2007.06.08.
25 Colvin,R..E.(2003).Leadership Studies and Liberal Education[J].Journal of Leadership Education,2(2):28.
26 Zimmerman-Oster,K.,& Berkhardt,J.C.(1999).Leadership in the making." Impact and insights from leadership development programs in U.S.colleges and universities[R].Battle Creek,MI:W.K.Kellogg Foundation.http://www.wkkf.org/.2007.06.08.
27 王春林:《试论领导者的非权力影响力》,载《兵团党校学报》,2005(3):57.
28 翟培基:《做一个站在时代前列的优秀领导者》,载《海南人大》,2004(3):7.
29 张少太:《简论企业领导者的创新素质》,载《中国成人教育》,2000(2):63.
30 转引自:李列满.健全干部选拔任用机制问题研究[M].北京:中国社会科学出版社.2004:120
31 详见:奚洁人主编.中国领导学研究20年.华东师范大学出版社,2007:320-321.
32 董军.领导力文化发挥重要作用[J].中外企业文化,2003(12):14.
33 李冲锋.领导教育学的学科自立[D].上海:华东师范大学教育科学学院,2007.
34 the role of leadership programs for students:CAS standards contextual statement[EB/OL],http://www.nclp.umd.edu/include/pdfs/CAS%20Standards%20for%20Leadership.pdf,2007.12.28.
35 英文“LeadcrShip Development”一词在一些文献中也译为领导力发展、领导发展、领导能力培养等。为了保持原貌,尊重多种词汇共用的现实,本文根据上下文语境的不同,多数情况下译为领导力开发,也有部分译为领导人才培养、领导力开发、领导能力发展等。
36 Binard,K.Auxiliary Services and Student Leadership Development,College Service Administration:12-13
37 McCauley,C.D.& Van Velsor,E.(Eds.).(2005).The Center for Creative Leadership Handbook of Leadership Development:2~(nd)edition[M].San Francisco:Jossey-Bass:20
38 McCauley,C.D.& Van Veisor,E.(Eds.).(2005).The Center for Creative Leadership Handbook of Leadership Development:2~(nd)edition[M].San Francisco:Jossey-Bass:2
39 Engbers,T.A.(2006).Student Leadership Programming Model Revisited.Journal of Leadership Education.5(3):1.
40 顾明远主编.教育大辞典(3;12)[M].上海:上海教育出版社,1991:105.http://dict.hjenglish.com/w/college%20student.
41 中国社会科学院语言研究所词典编辑室编.现代汉语词典.商务印书馆,1996:415.
43 Zimmerman-Oster,K.,& Berkhardt,J.C.(1999).Leadership in the making." lmpact and insights from leadership development programs in U.S.colleges and universities[R].Battle Creek,MI:W.K.Kellogg Foundation.htro://www.wkkf.org/.2007.06.08.
44 常规社会调研是1970年代早期由国家舆论研究中心主持的一个针对公众意见的年度性全国调研。
45 Zimmerman-Oster,K.,& Berkhardt,J.C.(1999).Leadership in the making:Impact and insights from leadership development programs in U.S.colleges and universities[R].Battle Creek,MI:W.K.Kellogg Foundation.http://www.wkkf.org/.2007.06.08.
46 Greater Expectations National Panel.(2002).Greater expectations:The commitment to quality as a nation goes to college[EB/OL].http://www.greaterexpectations.org/pdf/GEX.FINAL.pdf.2007.06.08.
47 The Role of Leadership Programs for Students:CAS Standards Contextual Statement[EB/OL],http://www.nclp.umd.edu/include/pdfs/CAS%20Standards%20for%20Leadership.pdf,2007.12.28
48 Cress,C.M.,Astin,H.S.,Zimmerman-Oster,K.,& Burkhardt,J.C.(2001).Developmental Outcomes of College Students' Involvement in Leadership Activities[J].Journal of College Student Development,42:15.
49 Ricketts,J.C.,& Rudd,R.D.(2003).A Comprehensive Leadership Education Model to Train,Teach,and Develop Leadership in Youth[J].Journal of Career and Technical Education,19(1):8.
50 Guenthner,J.F.,&Moore,L.L.(2005).Role Playing as a Leadership Development Tool[J].Journal of Leadership Education,4(2):59
51 该模式是指学校代替学生父母行使职责,由教师、校长乃至董事对学生的在校言行加以管教和约束.并通过精神、肉体和经济等手段惩罚学生的违纪行为(邢国忠,2006)。
52 1919年,美国西北大学的心理学家斯考特为美国大学设计了一套针对学生事务的人事体系,并提出“学生人事”这一概念。他认为美国大学学生事务需要“强调学生的个性和他们的现实需要及兴趣所在。学生不仅仅是为了获得学位,他们的个性特征必须被发展,并为将来的生活而接受培训。”这里的学生人事着重强调的是培养学生对未来职业的适应性和相关技能(邢国忠,2006)。
53 学生服务就是根据学生的不同情况,充分考虑他们的学习类型、学习能力、学习动机以及心理、社会特征等因素,设置个性化的服务项目,为他们提供个人发展空间。具体而言,学生服务涉及成大学员、女性学员、残障学员、外国留学生以及来自多元义化、拥有不同肤色的学员。甚至包括具有不同性取向的同性恋者(邢国忠,2006)。
54 “SLI”是英文“Student Learning Imperative”的缩写,它源自美国大学人事协会(ACPA)的一份报告。这份报告提出了一个新颖的观点:学生的学习是当务之急。这一观点提出后,受到美国高等教育界的普遍关注,并成为指导学生事务及其管理的新的理论基础。SLI提出“面向学生学习的学生事务部门”有如下特征:1、学生事务部门的工作是对学术工作的补充,它以提高学生学习和个人发展为根本目的。学生事务人员应严肃认真地履行职责——帮助学生学习和发展;2、使用策略鼓励学生学习和个人发展;3、学生事务人员应联合其它机构和部门共同促进学生的学习和发展;4、学生事务的领域包括学生问题的专业知识、环境和教学过程等多个方面;5、学生事务的政策和方案的制定是基于对学生学习的实践研究和学院具体的评估信息。美国大学人事协会(ACPA)的专业杂忠《大学学生发展》在1996年3、4月间特地发行一期以SLI为题的专刊,促使学生事务工作者进一步思考自己的责任,明确未来的工作使命,即“我们——学生事务工作者,必须把培养学生学习作为我们的任务和根本目标”(于伟等,2003)。
55 仅以美国领导计划信息中心(NCLP)提供的176个学生领导开发项目情况为例,其中由学生工作部门牵头负责的就有139个,占79%。
56[美]卡尔金斯,K.美国文化教育史话[M].邓明言等译.北京:人民出版社,1984:3.
57[美]查尔斯·博哲斯著.美国思想的渊源——两方思想与美国观念的形成[M].符鸿令,朱光骊译.太原:山西人民出版社,1988:103-104.
58 陈学飞.美国高等教育发展史[M].成都:四川大学出版社,1989:20-21.
59[美]查尔斯·博哲斯著.美国思想的渊源——两方思想与美国观念的形成[M].符鸿令,朱光骊译.太原:山西人民出版社,1988:195.
60 Colvin,R.E.(2003).Leadership Studies and Liberal Education[J].Journal of Leadership Education,2(2):28.
61 根据19世纪南非探险家和殖民者塞西尔·罗兹(Cecil Rhodes,1853-1902)的遗嘱所设立的奖学金。授予英联邦国家、美国和联邦德国大学毕业生。获得者可在牛津大学读2年研究生。每年颁发60个名额(《教育大辞典》(12),1991)。
62 Cress,C.M.,Astin,H.S.,Zimmerman-Oster,K.,& Burkhardt,J.C.(2001).Developmental Outcomes of College Students' Involvement in Leadership Activities[J].Journal of College Smdent Development,42:15.
63 主要内容参见:The Role of Leadership Programs for Students:CAS Standards Contextual Statement[EB/OL],http://www.nclp.umd.edu/include/pdfs/CAS%20Standards%20for%20Leadership.pdf,2007.12.28
64 详见:http://www.ncssleadership.com/.
65 根据邱巍在《美国高校“领导者塑造”计划研究》中提供的信息,“领导者塑造”英文为Lcadershape,是美国ATO兄弟会(Alpha Tau Omega Fraternity)最初于1986年所创建的用来培养其成员领导能力的计划。1988年,独立的“领导者塑造”社团(LeaderShap Inc.)成立,这使得“领导者塑造”计划的服务对象发生了改变,它从一个最初单纯为该兄弟会成员服务的领导计划发展成为为全美500多个公司、高校以及其它组织等提供年轻人领导能力教育的计划。据“领导者塑造”社团网站上的统计,到目前为止,大约已经有两万多人参与过“领导肯塑造”计划并从中获得了良好的领导能力发展体验。在“领导者塑造”计划的服务对象不断扩大的同时,举办“领导者塑造”计划的机构也发生了改变。从1990年代初期开始,“领导者塑造”计划开始走进美国各大高校,由“领导者塑造”社团与高校共同举办。经过十多年的发展,日前全美已有70多所高校先后与“领导肯塑造”社团建立了合作关系,并且这一数量还有不断增长的趋势(邱巍,2007)。
66 高等教育标准促进委员会(The Council for the Advancement of Standards in Higher Education,简称CAS)是一个开发和传播指导实践者及其机构(特别是为大学生服务的机构)的专业标准的组织。当前,其董事会由来自31个专业协会的代表构成。随时间不断改进和发展的CAS标准和大纲被视为活态的文件。
67 其最新版见附录二。
68 莉莉基金会(Lilly Endowment)是美国第三大私人慈善基金会,由J.K.Lilly SL.及他两位儿子Eli,J.K.Jr所创办,成立于1937年(郭圆圆,2007)。
69 Harry T.Wilks Benchmarking Report[EB/OL],http://www.nclp.umd.edu/include/pdfs/co-curricular%20programs/HTW%20Benchmarking%20Reort.pdf.
70 之所以选择这份报告作样本,是因为该报告特别注意明确每个项目的责任部门,便于统计。详见:Harry T.Wilks Benchmarking Report[EB/OL],http://www.nclp.umd.edu/include/pdfs/co-curricular%20programs/HTW%20Benchmarking%20Report.pdf.2008.1.26.
71 一般通过设立专门的中心或办公室来负责具体事务,如:北卡罗莱纳州立大学的学生事务部设立了“学生领导、伦理和公共服务中心”;莱克森林大学的学生事务办公室下设了“学生发展办公室”:迈阿密大学的学生事务部设立了“学生领导中心”等等。
72 王乐夫曾在其所编著的《领导学:理论、实践与方法》(第二版)中指出:“从广义角度说,广义的领导学与广义的管理学是等同的。它们都是对人类共同活动的驾驭与控制。从狭义角度说,二者有较大的区别”(p.25);“现代政治学构成领导学最深厚的学理基础之一。但是,领导学与政治学又是不同的两门学科”。(p.28)
73 Schwartz,M.K.,Axtman,K.M.,& Freeman,R.H.(Eds.).1998.Leadership education:A source book of courses and programs:7~(th)edition[M].Greensboro,NC:Center for Creative Leadership.
74 http://www.slce.colostate.edu/slice/plp.aspx.
75 又译公仆型领导、仆从式领导、仆从型领导等。笔者在涉及这个概念时,尽量用服务型领导统一其表述.但在中文文献原文如此的情况下,仍保留原来的译法,如《美国高校服务公仆型领导教育研究》。
76 President's Leadership Program[EB/OL],Colorado State University,Fort Collins:http://www.slce.colostate.edu/slice/plp.aspx.2008.1.26.
77 Egger,T.M.(2007).Purdue University's College of Agriculture Leadership Development Certificate Program.Proceedings of the 2005 Association of Leadership Educations Annutal Conference.
78 Miami's Leadership Commitment[EB/OL],Miami University:http://www.units.muohio.edu/saf/MLC/index.htm.2008.1.26.
79 Illinois Leadership[EB/OL].University of Illinois at Urbana-Champaign:http;//www.illinoisieadership.uiuc.edu/.2008.1.26.
80 Hackman,M.Z.,Kirlin,A.M.,& Tharp,J.L.(2004).Prescriptive Leadership Development:Developing Tomorrows Leaders Today[J].Journal of Leadership Education,3(1):72.
81 详见:leadership curriculum,http://serviceleaming.org/static/link/pages/541.htm,转引自:郭圆圆.美国高校公仆型领导教育研究[D].北京:首都师范大学教育科学学院,2007.
82 Hyndman,A.G.,& Ashbaugh,A.(2000).Livingston college's minor in organizational leadership:A theoretical framework for leadership education in the context of an undergraduate curriculum[J].2000-07-15.
83 Brungardt,C.,Greenieaf,J.,& 8rungardt,C.(2006).Majoring in Leadership:A Review of Undergraduate Leadership Degree Programs[J].Journal of Leadership Education,5(1).
85 Zimmerman-Oster,K.,& Berkhardt,J.C.(1999).Leadership in the making:Impact and insights from leadership development programs in U.S.colleges and universities[R].Battle Creek,MI:W.K.Kellogg Foundation.http://www.wkkf.org/.2007.06.08.
86 Zimmerman-Oster,K.,& Berkhardt,J.C.(I 999).Leadership in the making:Impact and insights from leadership development programs in U.S.colleges and universities[R].Battle Creek,MI:W.K.Kellogg Foundation.http://www.wkkf.org/.2007.06.08.
87 DISC个性测验是国外企业广泛应用的一种人格测验,用于测查、评估和帮助人们改善其行为方式、人际关系、工作绩效、团队合作、领导风格等。它由24组描述个性特质的形容词构成,每组包含四个形容词,这些形容词是根据支配性(D)、影响性(I)、稳定性(S)和服从性(C)四个测量维度以及一些干扰维度来选择的,要求被试从中选择一个最适合自己和最不适合自己的形容词。测验人约需要十分钟左右。http;//www.itpub.net/thread-802014-5-9.htm.
88 圣经人物,希伯来先知。
89 迈尔斯·勃雷格斯类型量表,全称为the Myers-Briggs Type Indicator。
90 即让来自各大学的项目参与者相互熟悉。
91 http://dict.yoie.com/english/r/retreat.htm.
92 Sargent,S.D.,Pennington,P.,& Sitton,S.(2003).Developing Leadership Skills Through Capstone Experiences[R].Paper presented at "Frontiers of Leadership:People,Places & Progranms" the 2003 Association of Leadership Educators International Conference.Anchorage,AK.
93 Langone,C.A.(2004).The USe of a Citizen Leader Model for Teaching Strategic Leadershjp[J].Journal of Leadership Education,3(1):82-88.
94 为了表述方便,本文统称“服务学习”,但在原文为其他表述的情况下,仍保留原来提法。
95 Perreault,G,E.(1997).Citizen Leader:A Community Service Option for College Students[J].NASPA Journal,134(2):149.
96 Perreault,G,E.(1997).Citizen Leader:A Community Service Option for College Students[J].NASPA Journal,134(2):149-150.
97 Astin,A.W.,Vogelgesang,L.J.,Ikeda,E.K.,& Yee,J.A.(2000).How Service Learning Affects Students (Executive Summary)[EB/OL].http://www.gseis.ucla.edu/heri/pdfs/rhowas.pdf,2007.06.08.
98 本文关于服务学习类型的提法,主要转引自戴玲在《“领导力培养与服务型学习——当代美国高校领导教育的专题研究》中的提法.原文把服务学习分为五种类型,本文在此略去了“顶点课程”这种类型(见脚注101),因为它与“以问题为基础的服务学习”区分度不大。
99 即把研究元素引入服务学习的一种模式。
100 根据Crunkilton等(1997)的定义,顶点课程指的是“为了解决模拟的真实世界的问题而要求学生综合先前所学的课程知识并将新的信息整合进来的有计划的学习经历。”(转引自 Sargent,Pennington,& Sitton,2003)这种类型的服务学习通常安排在2-4年的领导教育计划中,一般面向大学四年级的学生,并集中在最后一年中进行。顶点课程要求学生利用他们之前学到的所有课程知识与社区中的相关服务工作结合起来,既可以在社区工作中深入探索一个新的学科观点,也可以综合自己对该学科的理解与认识运用于社区实际。该课程通过帮助学生实现专业内容与个人经历间的融合,为学生提供一个将理论世界向实践世界转换的最佳途径。如波特兰州州立大学以妇女社区教育为主题的服务计划,要求学生运用专业知识改善波特兰地区妇女社区教育的状况,促进有关资源的开发与整合。并开展活动鼓励学龄少女思考、探讨自己的学习与生活(戴玲,2006).
101 Langone,C.A.(2004).The Use of a Citizen Leader Model for Teaching Strategic Leadership[J].Journal of Leadership Education,3(1):82-88.
102 Hartley,J.,& Hinksman,B.(2003).Leadership Development:A Systematic Review of The Literature[R].Warwick Institute of Governance and Public Management,Warwick Business School.
103 Shadowing,又译“跟术”,即选择一个领导者进行跟踪学习。如拉文大学的“领导教育与开发计划”让每个学生选择一个学校或社团领导进行5个小时的跟踪学习,然后写一篇总结性的小论文,阐明学习收获以及未来的学习可以改善的领域。
104 White,B.J.(2005).An Undergraduate Executive Mentorship Program for Students of Color:.Design,Implementation and Lessons Learned[A].Proceedings of the 2005 Association of Leadership Educations Annual Conference[C].Wilmington,NC.
105 Cress,C.M.,Astin,H.S.,Zimmerman-Oster,K.,& Burkhardt,J.C.(2001).Developmental Outcomes of College Students' Involvement in Leadership Activities[J].Journal of College Student Development,42:15-27.
106 HERI的数据库,作为“合作机构研究汁划”(Cooperative Institutional Research Program,简称CIRP)的一部分,涵盖了10所受助开发领导教育项目的大学。CIRP是1966年设立在美国教育委员会和HERI的针对大学生的全国性纵向研究项日,每年都向1800多所院校的1100多万学生进行调研。
107 Zimmerman-Oster,K.,& Berkhardt,J.C.(1999).Leadership in the making:Impact and insights from leadership development programs in U.S.colleges and universities[R].Battle Creek,MI:W.K.Kellogg Foundation.http://www.wkkf.org/.2007.06.08.
108 Townsend,C.D.,& Cummins,R.L.Enhanced Leadership Education:Integrating Real time community issues with leadership skill training[J],1996.
109 创建于1990年,是一个规模相对较小的私人基金会,其宗旨就是帮助高校中的经济处于相对不利地位的优秀学生(郭圆圆,2007)。
110 莉莉基金会(Lilly Endowment)是美国第三人私人慈善基金会,由J.K.Lilly Sr.及他两位儿予Eli.J.K.Jr 所创办,成立于1937年(郭圆圆,2007)。
111 高等教育挑战基金(Higher Education Challenge Grants)是由州际合作研究、教育、推广局(Cooperative State Research,Education,and Extension Service,简称CSREES)设立的,该机构是美国农业部教育和经济学研究领域的直接业务部门之一(郭圆圆。2007)。
112 因为该项目面向新泽西所有四年制大学的二年级学生招生,每年从中选拔10名具有领导潜质和社区意识的学员。
113 Zimmerman-Oster,K.,& Berkhardt,J.C.(1999).Leadership in the making:Impact and insights from leadership development programs in U.S.colleges and universities[R].Battle Creek,MI:W.K.Kellogg Foundation.http://www.wkkf.org/.2007.06.08.
114 MacNeil,C.A.(2006).Bridging generations:Applying adult leadership theories to youth leadership development[J].New Directions for Youth Development,109:29.
115 Pennington,P.(2005).The Leadership Pie:Grab Your Piece Before It's Gone[J]!.Journal of Leadership Education,4(1):75-78.
116 Fritz,S.M.,& Brown,F.W.(1998).Leadership education courses and programs in departments of agricultural education[J].Journal of Agricultural Education,39(3):62.
117 Fritz,S.M.,& Brown,F.W.(1998).Leadership education courses and programs in departments of agricultural education[J].Journal of Agricultural Education,39(3):62.
118 Morrill,R.,& Roush,J.(1991).Leadership education:A new threshold.Phi Kappa Phi Journal,71(1):26.
119 Beitz,C.A.Jr.(2007).Leadership Across Disciplines:A Journey Not A Destination[A].Proceedings of the Association of Leadership Educations Annual Conference.
120 王乐夫编著.领导学:理论、实践与方法(第二版)[M].广州:中山大学出版社,2002:15.
121 需要指出的是,在我国,虽然通识教育及作为其滥觞的自由教育是两个不同的概念,但根据学者黄福涛的提法,在许多场合,他们往往被混合使用,并无严格意义上的区分,甚至今天美国仍有许多院校和研究文献仍然使用liberal education(自由教育),因此,本文的“通识教育(general education)”在外延上也包括自由教育。
122 详见:房欲飞,文茂伟.通识教育和大学生领导力教育——以美国大学为例.复旦教育论坛,2007(4):18-21
123 当时的大学普遍实施liberal arts education(即自由教育,又称博雅教育或普遍教育)。自由教育最初指在古希腊时期,给自由男人的教育。这里的“自由男人”指的是相对于奴隶、工匠等那些听从他人命令进行工作的人,因此它强调对“人”的教育,而不是对“技艺”的教育,关注如何把一个人教育成能够独立思考、具有价值观念和道德操守、了解文化差异的健康个体,其具体使命是“将它的毕业生培养成在社会、经济、宗教和政治领域的活跃和有能力的参与者和领导者”。
124 Marcy,M.(2002).Democracy.leadership,and the role of liberal education[J].Liberal Education.88:9.
125 黄俊杰.全球化时代的大学通识教育[M].北京:北京大学出版社,2006:143
126 Marcy,M.(2002).Democracy,leadership,and the role of liberal education[J].Liberal Education,88:9.
127 王英杰著.美国高等教育的发展与改革.北京:人民教育出版社,2002:85-86.
128 Directory of teacher educators in agriculture(1992).
129 详见附录五。
130 为了更好地说明这种教育途径对于大学生领导教育的价值,特在附录六中对俄亥俄州立大学在面向本科生的以领导为主题的境外学习项目进行介绍。
131 由于高校是大学、学院和高级专门学校的统称,其现实载体实际是一个个具体的大学、学院或高级专门学校,故梳理这一关系时,实际上考察的大学(学院或高级专门学校)产生以来介入领导教育的情况。另外,为了表述方便,在行文中有时不对“高校”和“大学”区别使用。
132 关于大学的起源,有学者从古代宫延学校或我国有大学称谓的官学中寻找大学的起源,但笔者比较认同起源于中世纪的说法,因为“今天,我们通常都是在其目的是为了教学、传播知识和培养高级专门人才的意义上来理解这种机构的,这同中世纪作为知识分子行会起家时的“大学'具有非常相近的意义”(杜作润,高烽煜著.大学论[M].成都:四川教育出版社,2000:97)
133 “这种”指的是拉丁文为universitas的社团,很多这种社团是商人、工匠的行会。
134 杜作润主编.世界著名大学概览[M].成都:四川人民出版社,1994:3.
135 对于中世纪大学生毕业之后的这种去向,有王天一等编著的《外国教育史》中的提法为证。该著作在提到中世纪大学如何捍卫自治权时讲到:“在必要的时候,学生行会举校迁移捍卫自己的权力,教师行会则以停止工作(包括已在教会或国家其它部门担任职务的该校毕业生同时停止工作)来表示反抗”(P92)
136 指马丁·特罗所谓的精英教育阶段。
137 单中惠.西方领导教育史[M].上海:华东师范大学出版社,2008:3
138 单中惠.西方领导教育史[M].上海:华东师范大学出版社,2008:318
139 教育部发展司提供的2007年数据。
140 徐晓林,吴开松,石海燕.大学生领导素质教育与培养研究——对武汉商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(3):78.
141 中央组织部.中组发(1983)10号《关于选调应届优秀大学毕业生到基层培养锻炼的通知》[EB/OL],http://stephon.bokee.com/6544414.html.2007.12.18.
142 房欲飞.大学生领导力教育:美国高校和社区互动的新载体[J].江苏高教.2008(3):143.
143 徐晓林,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(3):77
144 朱敏.寻找学生领袖[J].大学时代,2005(12):9.
145 朱敏.寻找学生领袖[J].大学时代,2005(12):9.
146 校园“学生官”受追捧喜忧参半 学生干部培养成效初显[EB/OL],http://www.drcnet.com.cn/DRCnet.common.web/docview.aspx?chnid=32&leafid=94&docid=1232055.2007.12.18
147 校园“学生官”受追捧喜忧参半 学生干部培养成效初显[EB/OL],http://www.drcnet.com.cn/DRCnet.common.web/docview.aspx?chnid=32&leafid=94&docid=1232055.2007.12.18
148 中国石油大学(北京)探索学生干部培养新模式[EB/OL],http://www.drcnet.com.cn/DRCnet.common.web/docview.aspx?chnid=32&leafid=94&docid=1255013.2007.12.18
149 “大学生领导才能研讨会”(Student Leadership Conference,简称SLC)创办于2000年,旨在发掘大学生潜在的领导才能,引导学生关注社会热点问题,同时也提供一个交流平台,让学生与社会政治家、学者、企业家等进行沟通交流。其具体目的包括提升学生的领导才能及素质、加强大学生之间的联系、拓展大学生的世界视野、促进大学生的全人发展等。研讨会每年出版会刊《LEADER21》,其官方网站是:http://www.leader21.org.
150 资料来源:http://www.ulv.edu/lead/lls.phtml.
151 资料来源:Zimmerman-Oster,K.,& Berkhardt,J.C.(1999).Leadership in the making:Impact and insights from leadership development prograrms in U.S.colleges and universities[R].Battle Creek,MI:W.K.Kellogg Foundation.http://www.wkkf.org/.2007.06.08.
152 资料来源:Zimmerman-Oster,K.,& Berkhardt,J.C.(1999).Leadership in the making:Impact and insights from leadership development programs in U.S.colleges and universities[R].Battle Creek,MI:W.K.Kellogg Foundation.http://www.wkkf.org/.2007.06.08.
153 资料来源:Zimmerman-Oster,K.,& Berkhardt,J.C.(1999).Leadership in the making:Impact and insights from leadership development programs in U.S.colleges and universities[R].Battle Creek,MI:W.K.Kellogg Foundation.http://www.wkkf.org/.2007.06.08.
154 1998年,来自凯洛格基金会的资助结束以后,CAWP把NEW Leadership参与者的范围从全国缩小至它所在的新泽西州。结果,CAWP发现了在一个有限的地理区域内实施项目的优势:成本降低了,但更重要的是,学生可以接触来自她们自己社区的领导、了解更多她们本地的政治问题并对本州的行政过程获得更好的理解。CAWP也得到一个公司的赞助并建立了更强大的筹资网络。另外,NEW Leadership范围缩小以后,全国各地的大学继续要求NEW Leadership为她们提供女性领导教育项目。CAWP没有把这些学生引进中心,而是决定把项目输入到她们母校。通过凯洛格基金会的慷慨支持,CAWP已经通过NEW Leadership开发网络承担了培训其他九个院校实施NEW Leadership项目模式的使命。
155 Smdent Leadership Program,以下简称SLP.
156 资料来源:Hyndman,A.G.,& Ashbaugh,A.(2000).Livingston college's minor in organizational leadership:A theoretical framework for leadership education in the context of an undergraduate curriculum[J].2000-07-15.
157 Guenthner,J.F.,&Moore,L.L.(2005).Role Playing as a Leadership Development Tool[J].Journal of Leadership Education,4(2):59-65.
158 Barbuto,J.E.(2006).Dramaturgical Teaching in the Leadership Classroom:Taking Experiential Learning to the Next Level[J].Journal of Leadership Education,5(2):4-13.
159 Williams,J.R.(2006).Pirates and Powers.What Captain Jack Sparrow,His Friends,and His Foes can Teach Us about Power Bases[J].Journal of Leadership Education.5(2):6068.
160 库泽斯和波斯纳在《领导挑战》一书中归纳出优秀领导的5个法则,即“挑战流程”、“激发共同愿景”、“使他人行动”、“示范达成愿景的方法”和“鼓舞心灵”。
161 资料来源:KJawitter,C.,Lorensen,M.,Ortega,R.&Burgoon,L.(2007).LeaderShip In Action,A Mulci-Stace Leadership Development Program for Collcge Students[A].Proceedings of the 2007 Association ofLeadership Educations Annual Confetchce.
162 资料来源:Earnest,G.W.(2003).Study Abroad:A Powerful New Approach for Developing Leadership Capacities[J].Journal of Leadership Education,2(2):46-56.
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2 转引自 Coivin,R..E.(2003).Leadership Studies and Liberal Education[J].Journal of Leadership Education,2(2):28.
3 这从一些领导人才的回忆录可以窥见一斑。如克林顿在其回忆录《我的生活》中曾浓墨重彩大谈大学生活对他从政生涯的影响,无独有偶,希拉里在其回忆录《亲历历史》中也曾经讲到大学生活对其领导力发展的价值。
4 李冲锋.领导教育学的学科自立[D].上海:华东师范大学教育科学学院,2007:24-27
5 李冲锋.领导教育学的学科自立[D].上海:华东师范大学教育科学学院.2007.
6 之所以在文献搜索过程中引入了“leadership training”这一关键词,是因为有时它会被用于统称高校中的领导教育活动。至于它与“领导教育”的联系与区别,详见第一章的分析。
7 Zeleny,L.D.(1941).Experiments in Leadership Training.Journal of Educational Sociology,14(5):310-313
8 Watt,W.M.(2003).Effective Leadership Education:Developing a Core Curriculum for Leadership Studies[J].Journal of Leadership Education,2(1):13.
9 Watt,W.M.(2003).Effective Leadership Education:Developing a Core Curriculum for Leadership Studies[J].Journal of Leadership Education,2(1):13-26.
10 凯洛格(Kellogg)基金会由W.K.Kellogg于1930年6月创建,其使命为运用知识解决人类问题。它目前是全美排名前十的独立基金会之一,每年赞助许多高等教育计划,其中,高校领导教育计划占有很高的比例(郭圆圆,2007)。
11 Zimmerman-Oster,K.,& Berkhardt,J.C.(1999).Leadership in the making:Impact and insights from leadership development programs in U.S.colleges and universities[R].Battle Creek,MI:W.K.Kellogg Foundation.http://www.wkkf.org/.2007.06.08.
12 Schwartz,M.K.,Axtman,K.M.,& Freeman,R.H.(Eds.).1998.Leadership education:A source book of courses and programs:7~(th)edition[M].Greensboro,NC:Center for Creative Leadership.
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16 Langone,C.A.(2004).The Use of a Citizen Leader Model for Teaching Strategic Leadership[J].Journal of Leadership Education,3(1):82.
17 Hackman,M.Z.,Kidin,A.M.& Tharp,J.L.(2004).Prescriptive Leadership Development:Developing Tomorrows Leaders Today[J].Journal of Leadership Education,3(1):73.
18 Watt,W.M.(2003).Effective Leadership Education:Developing a Core Curriculum for Leadership Studies[J].Journal of Leadership Education,2(1):15.
19 Bolman,L.,& Deal,T.(1991).Reframingorganizations:Arfistry,choice,andleadership.San Francisco:Josscy-Bass,p.404.转引自 MacNeil,C.A.(2006).Bridging generations:Applying adult leadership theories to youth leadership development[J].New Directions for Youth Development,109:27
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21 Zimmerman-Oster,K.,& Berkhardt,J.C.(1999).Leadership in the making:Impact and insights from leadership development programs in U.S.colleges and universities[R].Battle Creek,MI:W.K.Kellogg Foundation.http://www.wkkf.org/.2007.06.08.
22[美]彼得·诺斯豪斯.领导学:理论与实践(第二版)[M].吴荣先等译.南京:江苏教育出版社.2002:2.
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24 Astin,A.W.,& Astin,H.S.(2000).Leadership reconsidered:Engaging higher education in social change[R].Battle Creek,MI:W.K.Kellogg Foundation.http://www.wkkf.org/.2007.06.08.
25 Colvin,R..E.(2003).Leadership Studies and Liberal Education[J].Journal of Leadership Education,2(2):28.
26 Zimmerman-Oster,K.,& Berkhardt,J.C.(1999).Leadership in the making." Impact and insights from leadership development programs in U.S.colleges and universities[R].Battle Creek,MI:W.K.Kellogg Foundation.http://www.wkkf.org/.2007.06.08.
27 王春林:《试论领导者的非权力影响力》,载《兵团党校学报》,2005(3):57.
28 翟培基:《做一个站在时代前列的优秀领导者》,载《海南人大》,2004(3):7.
29 张少太:《简论企业领导者的创新素质》,载《中国成人教育》,2000(2):63.
30 转引自:李列满.健全干部选拔任用机制问题研究[M].北京:中国社会科学出版社.2004:120
31 详见:奚洁人主编.中国领导学研究20年.华东师范大学出版社,2007:320-321.
32 董军.领导力文化发挥重要作用[J].中外企业文化,2003(12):14.
33 李冲锋.领导教育学的学科自立[D].上海:华东师范大学教育科学学院,2007.
34 the role of leadership programs for students:CAS standards contextual statement[EB/OL],http://www.nclp.umd.edu/include/pdfs/CAS%20Standards%20for%20Leadership.pdf,2007.12.28.
35 英文“LeadcrShip Development”一词在一些文献中也译为领导力发展、领导发展、领导能力培养等。为了保持原貌,尊重多种词汇共用的现实,本文根据上下文语境的不同,多数情况下译为领导力开发,也有部分译为领导人才培养、领导力开发、领导能力发展等。
36 Binard,K.Auxiliary Services and Student Leadership Development,College Service Administration:12-13
37 McCauley,C.D.& Van Velsor,E.(Eds.).(2005).The Center for Creative Leadership Handbook of Leadership Development:2~(nd)edition[M].San Francisco:Jossey-Bass:20
38 McCauley,C.D.& Van Veisor,E.(Eds.).(2005).The Center for Creative Leadership Handbook of Leadership Development:2~(nd)edition[M].San Francisco:Jossey-Bass:2
39 Engbers,T.A.(2006).Student Leadership Programming Model Revisited.Journal of Leadership Education.5(3):1.
40 顾明远主编.教育大辞典(3;12)[M].上海:上海教育出版社,1991:105.http://dict.hjenglish.com/w/college%20student.
41 中国社会科学院语言研究所词典编辑室编.现代汉语词典.商务印书馆,1996:415.
43 Zimmerman-Oster,K.,& Berkhardt,J.C.(1999).Leadership in the making." lmpact and insights from leadership development programs in U.S.colleges and universities[R].Battle Creek,MI:W.K.Kellogg Foundation.htro://www.wkkf.org/.2007.06.08.
44 常规社会调研是1970年代早期由国家舆论研究中心主持的一个针对公众意见的年度性全国调研。
45 Zimmerman-Oster,K.,& Berkhardt,J.C.(1999).Leadership in the making:Impact and insights from leadership development programs in U.S.colleges and universities[R].Battle Creek,MI:W.K.Kellogg Foundation.http://www.wkkf.org/.2007.06.08.
46 Greater Expectations National Panel.(2002).Greater expectations:The commitment to quality as a nation goes to college[EB/OL].http://www.greaterexpectations.org/pdf/GEX.FINAL.pdf.2007.06.08.
47 The Role of Leadership Programs for Students:CAS Standards Contextual Statement[EB/OL],http://www.nclp.umd.edu/include/pdfs/CAS%20Standards%20for%20Leadership.pdf,2007.12.28
48 Cress,C.M.,Astin,H.S.,Zimmerman-Oster,K.,& Burkhardt,J.C.(2001).Developmental Outcomes of College Students' Involvement in Leadership Activities[J].Journal of College Student Development,42:15.
49 Ricketts,J.C.,& Rudd,R.D.(2003).A Comprehensive Leadership Education Model to Train,Teach,and Develop Leadership in Youth[J].Journal of Career and Technical Education,19(1):8.
50 Guenthner,J.F.,&Moore,L.L.(2005).Role Playing as a Leadership Development Tool[J].Journal of Leadership Education,4(2):59
51 该模式是指学校代替学生父母行使职责,由教师、校长乃至董事对学生的在校言行加以管教和约束.并通过精神、肉体和经济等手段惩罚学生的违纪行为(邢国忠,2006)。
52 1919年,美国西北大学的心理学家斯考特为美国大学设计了一套针对学生事务的人事体系,并提出“学生人事”这一概念。他认为美国大学学生事务需要“强调学生的个性和他们的现实需要及兴趣所在。学生不仅仅是为了获得学位,他们的个性特征必须被发展,并为将来的生活而接受培训。”这里的学生人事着重强调的是培养学生对未来职业的适应性和相关技能(邢国忠,2006)。
53 学生服务就是根据学生的不同情况,充分考虑他们的学习类型、学习能力、学习动机以及心理、社会特征等因素,设置个性化的服务项目,为他们提供个人发展空间。具体而言,学生服务涉及成大学员、女性学员、残障学员、外国留学生以及来自多元义化、拥有不同肤色的学员。甚至包括具有不同性取向的同性恋者(邢国忠,2006)。
54 “SLI”是英文“Student Learning Imperative”的缩写,它源自美国大学人事协会(ACPA)的一份报告。这份报告提出了一个新颖的观点:学生的学习是当务之急。这一观点提出后,受到美国高等教育界的普遍关注,并成为指导学生事务及其管理的新的理论基础。SLI提出“面向学生学习的学生事务部门”有如下特征:1、学生事务部门的工作是对学术工作的补充,它以提高学生学习和个人发展为根本目的。学生事务人员应严肃认真地履行职责——帮助学生学习和发展;2、使用策略鼓励学生学习和个人发展;3、学生事务人员应联合其它机构和部门共同促进学生的学习和发展;4、学生事务的领域包括学生问题的专业知识、环境和教学过程等多个方面;5、学生事务的政策和方案的制定是基于对学生学习的实践研究和学院具体的评估信息。美国大学人事协会(ACPA)的专业杂忠《大学学生发展》在1996年3、4月间特地发行一期以SLI为题的专刊,促使学生事务工作者进一步思考自己的责任,明确未来的工作使命,即“我们——学生事务工作者,必须把培养学生学习作为我们的任务和根本目标”(于伟等,2003)。
55 仅以美国领导计划信息中心(NCLP)提供的176个学生领导开发项目情况为例,其中由学生工作部门牵头负责的就有139个,占79%。
56[美]卡尔金斯,K.美国文化教育史话[M].邓明言等译.北京:人民出版社,1984:3.
57[美]查尔斯·博哲斯著.美国思想的渊源——两方思想与美国观念的形成[M].符鸿令,朱光骊译.太原:山西人民出版社,1988:103-104.
58 陈学飞.美国高等教育发展史[M].成都:四川大学出版社,1989:20-21.
59[美]查尔斯·博哲斯著.美国思想的渊源——两方思想与美国观念的形成[M].符鸿令,朱光骊译.太原:山西人民出版社,1988:195.
60 Colvin,R.E.(2003).Leadership Studies and Liberal Education[J].Journal of Leadership Education,2(2):28.
61 根据19世纪南非探险家和殖民者塞西尔·罗兹(Cecil Rhodes,1853-1902)的遗嘱所设立的奖学金。授予英联邦国家、美国和联邦德国大学毕业生。获得者可在牛津大学读2年研究生。每年颁发60个名额(《教育大辞典》(12),1991)。
62 Cress,C.M.,Astin,H.S.,Zimmerman-Oster,K.,& Burkhardt,J.C.(2001).Developmental Outcomes of College Students' Involvement in Leadership Activities[J].Journal of College Smdent Development,42:15.
63 主要内容参见:The Role of Leadership Programs for Students:CAS Standards Contextual Statement[EB/OL],http://www.nclp.umd.edu/include/pdfs/CAS%20Standards%20for%20Leadership.pdf,2007.12.28
64 详见:http://www.ncssleadership.com/.
65 根据邱巍在《美国高校“领导者塑造”计划研究》中提供的信息,“领导者塑造”英文为Lcadershape,是美国ATO兄弟会(Alpha Tau Omega Fraternity)最初于1986年所创建的用来培养其成员领导能力的计划。1988年,独立的“领导者塑造”社团(LeaderShap Inc.)成立,这使得“领导者塑造”计划的服务对象发生了改变,它从一个最初单纯为该兄弟会成员服务的领导计划发展成为为全美500多个公司、高校以及其它组织等提供年轻人领导能力教育的计划。据“领导者塑造”社团网站上的统计,到目前为止,大约已经有两万多人参与过“领导肯塑造”计划并从中获得了良好的领导能力发展体验。在“领导者塑造”计划的服务对象不断扩大的同时,举办“领导者塑造”计划的机构也发生了改变。从1990年代初期开始,“领导者塑造”计划开始走进美国各大高校,由“领导者塑造”社团与高校共同举办。经过十多年的发展,日前全美已有70多所高校先后与“领导肯塑造”社团建立了合作关系,并且这一数量还有不断增长的趋势(邱巍,2007)。
66 高等教育标准促进委员会(The Council for the Advancement of Standards in Higher Education,简称CAS)是一个开发和传播指导实践者及其机构(特别是为大学生服务的机构)的专业标准的组织。当前,其董事会由来自31个专业协会的代表构成。随时间不断改进和发展的CAS标准和大纲被视为活态的文件。
67 其最新版见附录二。
68 莉莉基金会(Lilly Endowment)是美国第三大私人慈善基金会,由J.K.Lilly SL.及他两位儿子Eli,J.K.Jr所创办,成立于1937年(郭圆圆,2007)。
69 Harry T.Wilks Benchmarking Report[EB/OL],http://www.nclp.umd.edu/include/pdfs/co-curricular%20programs/HTW%20Benchmarking%20Reort.pdf.
70 之所以选择这份报告作样本,是因为该报告特别注意明确每个项目的责任部门,便于统计。详见:Harry T.Wilks Benchmarking Report[EB/OL],http://www.nclp.umd.edu/include/pdfs/co-curricular%20programs/HTW%20Benchmarking%20Report.pdf.2008.1.26.
71 一般通过设立专门的中心或办公室来负责具体事务,如:北卡罗莱纳州立大学的学生事务部设立了“学生领导、伦理和公共服务中心”;莱克森林大学的学生事务办公室下设了“学生发展办公室”:迈阿密大学的学生事务部设立了“学生领导中心”等等。
72 王乐夫曾在其所编著的《领导学:理论、实践与方法》(第二版)中指出:“从广义角度说,广义的领导学与广义的管理学是等同的。它们都是对人类共同活动的驾驭与控制。从狭义角度说,二者有较大的区别”(p.25);“现代政治学构成领导学最深厚的学理基础之一。但是,领导学与政治学又是不同的两门学科”。(p.28)
73 Schwartz,M.K.,Axtman,K.M.,& Freeman,R.H.(Eds.).1998.Leadership education:A source book of courses and programs:7~(th)edition[M].Greensboro,NC:Center for Creative Leadership.
74 http://www.slce.colostate.edu/slice/plp.aspx.
75 又译公仆型领导、仆从式领导、仆从型领导等。笔者在涉及这个概念时,尽量用服务型领导统一其表述.但在中文文献原文如此的情况下,仍保留原来的译法,如《美国高校服务公仆型领导教育研究》。
76 President's Leadership Program[EB/OL],Colorado State University,Fort Collins:http://www.slce.colostate.edu/slice/plp.aspx.2008.1.26.
77 Egger,T.M.(2007).Purdue University's College of Agriculture Leadership Development Certificate Program.Proceedings of the 2005 Association of Leadership Educations Annutal Conference.
78 Miami's Leadership Commitment[EB/OL],Miami University:http://www.units.muohio.edu/saf/MLC/index.htm.2008.1.26.
79 Illinois Leadership[EB/OL].University of Illinois at Urbana-Champaign:http;//www.illinoisieadership.uiuc.edu/.2008.1.26.
80 Hackman,M.Z.,Kirlin,A.M.,& Tharp,J.L.(2004).Prescriptive Leadership Development:Developing Tomorrows Leaders Today[J].Journal of Leadership Education,3(1):72.
81 详见:leadership curriculum,http://serviceleaming.org/static/link/pages/541.htm,转引自:郭圆圆.美国高校公仆型领导教育研究[D].北京:首都师范大学教育科学学院,2007.
82 Hyndman,A.G.,& Ashbaugh,A.(2000).Livingston college's minor in organizational leadership:A theoretical framework for leadership education in the context of an undergraduate curriculum[J].2000-07-15.
83 Brungardt,C.,Greenieaf,J.,& 8rungardt,C.(2006).Majoring in Leadership:A Review of Undergraduate Leadership Degree Programs[J].Journal of Leadership Education,5(1).
85 Zimmerman-Oster,K.,& Berkhardt,J.C.(1999).Leadership in the making:Impact and insights from leadership development programs in U.S.colleges and universities[R].Battle Creek,MI:W.K.Kellogg Foundation.http://www.wkkf.org/.2007.06.08.
86 Zimmerman-Oster,K.,& Berkhardt,J.C.(I 999).Leadership in the making:Impact and insights from leadership development programs in U.S.colleges and universities[R].Battle Creek,MI:W.K.Kellogg Foundation.http://www.wkkf.org/.2007.06.08.
87 DISC个性测验是国外企业广泛应用的一种人格测验,用于测查、评估和帮助人们改善其行为方式、人际关系、工作绩效、团队合作、领导风格等。它由24组描述个性特质的形容词构成,每组包含四个形容词,这些形容词是根据支配性(D)、影响性(I)、稳定性(S)和服从性(C)四个测量维度以及一些干扰维度来选择的,要求被试从中选择一个最适合自己和最不适合自己的形容词。测验人约需要十分钟左右。http;//www.itpub.net/thread-802014-5-9.htm.
88 圣经人物,希伯来先知。
89 迈尔斯·勃雷格斯类型量表,全称为the Myers-Briggs Type Indicator。
90 即让来自各大学的项目参与者相互熟悉。
91 http://dict.yoie.com/english/r/retreat.htm.
92 Sargent,S.D.,Pennington,P.,& Sitton,S.(2003).Developing Leadership Skills Through Capstone Experiences[R].Paper presented at "Frontiers of Leadership:People,Places & Progranms" the 2003 Association of Leadership Educators International Conference.Anchorage,AK.
93 Langone,C.A.(2004).The USe of a Citizen Leader Model for Teaching Strategic Leadershjp[J].Journal of Leadership Education,3(1):82-88.
94 为了表述方便,本文统称“服务学习”,但在原文为其他表述的情况下,仍保留原来提法。
95 Perreault,G,E.(1997).Citizen Leader:A Community Service Option for College Students[J].NASPA Journal,134(2):149.
96 Perreault,G,E.(1997).Citizen Leader:A Community Service Option for College Students[J].NASPA Journal,134(2):149-150.
97 Astin,A.W.,Vogelgesang,L.J.,Ikeda,E.K.,& Yee,J.A.(2000).How Service Learning Affects Students (Executive Summary)[EB/OL].http://www.gseis.ucla.edu/heri/pdfs/rhowas.pdf,2007.06.08.
98 本文关于服务学习类型的提法,主要转引自戴玲在《“领导力培养与服务型学习——当代美国高校领导教育的专题研究》中的提法.原文把服务学习分为五种类型,本文在此略去了“顶点课程”这种类型(见脚注101),因为它与“以问题为基础的服务学习”区分度不大。
99 即把研究元素引入服务学习的一种模式。
100 根据Crunkilton等(1997)的定义,顶点课程指的是“为了解决模拟的真实世界的问题而要求学生综合先前所学的课程知识并将新的信息整合进来的有计划的学习经历。”(转引自 Sargent,Pennington,& Sitton,2003)这种类型的服务学习通常安排在2-4年的领导教育计划中,一般面向大学四年级的学生,并集中在最后一年中进行。顶点课程要求学生利用他们之前学到的所有课程知识与社区中的相关服务工作结合起来,既可以在社区工作中深入探索一个新的学科观点,也可以综合自己对该学科的理解与认识运用于社区实际。该课程通过帮助学生实现专业内容与个人经历间的融合,为学生提供一个将理论世界向实践世界转换的最佳途径。如波特兰州州立大学以妇女社区教育为主题的服务计划,要求学生运用专业知识改善波特兰地区妇女社区教育的状况,促进有关资源的开发与整合。并开展活动鼓励学龄少女思考、探讨自己的学习与生活(戴玲,2006).
101 Langone,C.A.(2004).The Use of a Citizen Leader Model for Teaching Strategic Leadership[J].Journal of Leadership Education,3(1):82-88.
102 Hartley,J.,& Hinksman,B.(2003).Leadership Development:A Systematic Review of The Literature[R].Warwick Institute of Governance and Public Management,Warwick Business School.
103 Shadowing,又译“跟术”,即选择一个领导者进行跟踪学习。如拉文大学的“领导教育与开发计划”让每个学生选择一个学校或社团领导进行5个小时的跟踪学习,然后写一篇总结性的小论文,阐明学习收获以及未来的学习可以改善的领域。
104 White,B.J.(2005).An Undergraduate Executive Mentorship Program for Students of Color:.Design,Implementation and Lessons Learned[A].Proceedings of the 2005 Association of Leadership Educations Annual Conference[C].Wilmington,NC.
105 Cress,C.M.,Astin,H.S.,Zimmerman-Oster,K.,& Burkhardt,J.C.(2001).Developmental Outcomes of College Students' Involvement in Leadership Activities[J].Journal of College Student Development,42:15-27.
106 HERI的数据库,作为“合作机构研究汁划”(Cooperative Institutional Research Program,简称CIRP)的一部分,涵盖了10所受助开发领导教育项目的大学。CIRP是1966年设立在美国教育委员会和HERI的针对大学生的全国性纵向研究项日,每年都向1800多所院校的1100多万学生进行调研。
107 Zimmerman-Oster,K.,& Berkhardt,J.C.(1999).Leadership in the making:Impact and insights from leadership development programs in U.S.colleges and universities[R].Battle Creek,MI:W.K.Kellogg Foundation.http://www.wkkf.org/.2007.06.08.
108 Townsend,C.D.,& Cummins,R.L.Enhanced Leadership Education:Integrating Real time community issues with leadership skill training[J],1996.
109 创建于1990年,是一个规模相对较小的私人基金会,其宗旨就是帮助高校中的经济处于相对不利地位的优秀学生(郭圆圆,2007)。
110 莉莉基金会(Lilly Endowment)是美国第三人私人慈善基金会,由J.K.Lilly Sr.及他两位儿予Eli.J.K.Jr 所创办,成立于1937年(郭圆圆,2007)。
111 高等教育挑战基金(Higher Education Challenge Grants)是由州际合作研究、教育、推广局(Cooperative State Research,Education,and Extension Service,简称CSREES)设立的,该机构是美国农业部教育和经济学研究领域的直接业务部门之一(郭圆圆。2007)。
112 因为该项目面向新泽西所有四年制大学的二年级学生招生,每年从中选拔10名具有领导潜质和社区意识的学员。
113 Zimmerman-Oster,K.,& Berkhardt,J.C.(1999).Leadership in the making:Impact and insights from leadership development programs in U.S.colleges and universities[R].Battle Creek,MI:W.K.Kellogg Foundation.http://www.wkkf.org/.2007.06.08.
114 MacNeil,C.A.(2006).Bridging generations:Applying adult leadership theories to youth leadership development[J].New Directions for Youth Development,109:29.
115 Pennington,P.(2005).The Leadership Pie:Grab Your Piece Before It's Gone[J]!.Journal of Leadership Education,4(1):75-78.
116 Fritz,S.M.,& Brown,F.W.(1998).Leadership education courses and programs in departments of agricultural education[J].Journal of Agricultural Education,39(3):62.
117 Fritz,S.M.,& Brown,F.W.(1998).Leadership education courses and programs in departments of agricultural education[J].Journal of Agricultural Education,39(3):62.
118 Morrill,R.,& Roush,J.(1991).Leadership education:A new threshold.Phi Kappa Phi Journal,71(1):26.
119 Beitz,C.A.Jr.(2007).Leadership Across Disciplines:A Journey Not A Destination[A].Proceedings of the Association of Leadership Educations Annual Conference.
120 王乐夫编著.领导学:理论、实践与方法(第二版)[M].广州:中山大学出版社,2002:15.
121 需要指出的是,在我国,虽然通识教育及作为其滥觞的自由教育是两个不同的概念,但根据学者黄福涛的提法,在许多场合,他们往往被混合使用,并无严格意义上的区分,甚至今天美国仍有许多院校和研究文献仍然使用liberal education(自由教育),因此,本文的“通识教育(general education)”在外延上也包括自由教育。
122 详见:房欲飞,文茂伟.通识教育和大学生领导力教育——以美国大学为例.复旦教育论坛,2007(4):18-21
123 当时的大学普遍实施liberal arts education(即自由教育,又称博雅教育或普遍教育)。自由教育最初指在古希腊时期,给自由男人的教育。这里的“自由男人”指的是相对于奴隶、工匠等那些听从他人命令进行工作的人,因此它强调对“人”的教育,而不是对“技艺”的教育,关注如何把一个人教育成能够独立思考、具有价值观念和道德操守、了解文化差异的健康个体,其具体使命是“将它的毕业生培养成在社会、经济、宗教和政治领域的活跃和有能力的参与者和领导者”。
124 Marcy,M.(2002).Democracy.leadership,and the role of liberal education[J].Liberal Education.88:9.
125 黄俊杰.全球化时代的大学通识教育[M].北京:北京大学出版社,2006:143
126 Marcy,M.(2002).Democracy,leadership,and the role of liberal education[J].Liberal Education,88:9.
127 王英杰著.美国高等教育的发展与改革.北京:人民教育出版社,2002:85-86.
128 Directory of teacher educators in agriculture(1992).
129 详见附录五。
130 为了更好地说明这种教育途径对于大学生领导教育的价值,特在附录六中对俄亥俄州立大学在面向本科生的以领导为主题的境外学习项目进行介绍。
131 由于高校是大学、学院和高级专门学校的统称,其现实载体实际是一个个具体的大学、学院或高级专门学校,故梳理这一关系时,实际上考察的大学(学院或高级专门学校)产生以来介入领导教育的情况。另外,为了表述方便,在行文中有时不对“高校”和“大学”区别使用。
132 关于大学的起源,有学者从古代宫延学校或我国有大学称谓的官学中寻找大学的起源,但笔者比较认同起源于中世纪的说法,因为“今天,我们通常都是在其目的是为了教学、传播知识和培养高级专门人才的意义上来理解这种机构的,这同中世纪作为知识分子行会起家时的“大学'具有非常相近的意义”(杜作润,高烽煜著.大学论[M].成都:四川教育出版社,2000:97)
133 “这种”指的是拉丁文为universitas的社团,很多这种社团是商人、工匠的行会。
134 杜作润主编.世界著名大学概览[M].成都:四川人民出版社,1994:3.
135 对于中世纪大学生毕业之后的这种去向,有王天一等编著的《外国教育史》中的提法为证。该著作在提到中世纪大学如何捍卫自治权时讲到:“在必要的时候,学生行会举校迁移捍卫自己的权力,教师行会则以停止工作(包括已在教会或国家其它部门担任职务的该校毕业生同时停止工作)来表示反抗”(P92)
136 指马丁·特罗所谓的精英教育阶段。
137 单中惠.西方领导教育史[M].上海:华东师范大学出版社,2008:3
138 单中惠.西方领导教育史[M].上海:华东师范大学出版社,2008:318
139 教育部发展司提供的2007年数据。
140 徐晓林,吴开松,石海燕.大学生领导素质教育与培养研究——对武汉商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(3):78.
141 中央组织部.中组发(1983)10号《关于选调应届优秀大学毕业生到基层培养锻炼的通知》[EB/OL],http://stephon.bokee.com/6544414.html.2007.12.18.
142 房欲飞.大学生领导力教育:美国高校和社区互动的新载体[J].江苏高教.2008(3):143.
143 徐晓林,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(3):77
144 朱敏.寻找学生领袖[J].大学时代,2005(12):9.
145 朱敏.寻找学生领袖[J].大学时代,2005(12):9.
146 校园“学生官”受追捧喜忧参半 学生干部培养成效初显[EB/OL],http://www.drcnet.com.cn/DRCnet.common.web/docview.aspx?chnid=32&leafid=94&docid=1232055.2007.12.18
147 校园“学生官”受追捧喜忧参半 学生干部培养成效初显[EB/OL],http://www.drcnet.com.cn/DRCnet.common.web/docview.aspx?chnid=32&leafid=94&docid=1232055.2007.12.18
148 中国石油大学(北京)探索学生干部培养新模式[EB/OL],http://www.drcnet.com.cn/DRCnet.common.web/docview.aspx?chnid=32&leafid=94&docid=1255013.2007.12.18
149 “大学生领导才能研讨会”(Student Leadership Conference,简称SLC)创办于2000年,旨在发掘大学生潜在的领导才能,引导学生关注社会热点问题,同时也提供一个交流平台,让学生与社会政治家、学者、企业家等进行沟通交流。其具体目的包括提升学生的领导才能及素质、加强大学生之间的联系、拓展大学生的世界视野、促进大学生的全人发展等。研讨会每年出版会刊《LEADER21》,其官方网站是:http://www.leader21.org.
150 资料来源:http://www.ulv.edu/lead/lls.phtml.
151 资料来源:Zimmerman-Oster,K.,& Berkhardt,J.C.(1999).Leadership in the making:Impact and insights from leadership development prograrms in U.S.colleges and universities[R].Battle Creek,MI:W.K.Kellogg Foundation.http://www.wkkf.org/.2007.06.08.
152 资料来源:Zimmerman-Oster,K.,& Berkhardt,J.C.(1999).Leadership in the making:Impact and insights from leadership development programs in U.S.colleges and universities[R].Battle Creek,MI:W.K.Kellogg Foundation.http://www.wkkf.org/.2007.06.08.
153 资料来源:Zimmerman-Oster,K.,& Berkhardt,J.C.(1999).Leadership in the making:Impact and insights from leadership development programs in U.S.colleges and universities[R].Battle Creek,MI:W.K.Kellogg Foundation.http://www.wkkf.org/.2007.06.08.
154 1998年,来自凯洛格基金会的资助结束以后,CAWP把NEW Leadership参与者的范围从全国缩小至它所在的新泽西州。结果,CAWP发现了在一个有限的地理区域内实施项目的优势:成本降低了,但更重要的是,学生可以接触来自她们自己社区的领导、了解更多她们本地的政治问题并对本州的行政过程获得更好的理解。CAWP也得到一个公司的赞助并建立了更强大的筹资网络。另外,NEW Leadership范围缩小以后,全国各地的大学继续要求NEW Leadership为她们提供女性领导教育项目。CAWP没有把这些学生引进中心,而是决定把项目输入到她们母校。通过凯洛格基金会的慷慨支持,CAWP已经通过NEW Leadership开发网络承担了培训其他九个院校实施NEW Leadership项目模式的使命。
155 Smdent Leadership Program,以下简称SLP.
156 资料来源:Hyndman,A.G.,& Ashbaugh,A.(2000).Livingston college's minor in organizational leadership:A theoretical framework for leadership education in the context of an undergraduate curriculum[J].2000-07-15.
157 Guenthner,J.F.,&Moore,L.L.(2005).Role Playing as a Leadership Development Tool[J].Journal of Leadership Education,4(2):59-65.
158 Barbuto,J.E.(2006).Dramaturgical Teaching in the Leadership Classroom:Taking Experiential Learning to the Next Level[J].Journal of Leadership Education,5(2):4-13.
159 Williams,J.R.(2006).Pirates and Powers.What Captain Jack Sparrow,His Friends,and His Foes can Teach Us about Power Bases[J].Journal of Leadership Education.5(2):6068.
160 库泽斯和波斯纳在《领导挑战》一书中归纳出优秀领导的5个法则,即“挑战流程”、“激发共同愿景”、“使他人行动”、“示范达成愿景的方法”和“鼓舞心灵”。
161 资料来源:KJawitter,C.,Lorensen,M.,Ortega,R.&Burgoon,L.(2007).LeaderShip In Action,A Mulci-Stace Leadership Development Program for Collcge Students[A].Proceedings of the 2007 Association ofLeadership Educations Annual Confetchce.
162 资料来源:Earnest,G.W.(2003).Study Abroad:A Powerful New Approach for Developing Leadership Capacities[J].Journal of Leadership Education,2(2):46-56.
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