大学生开放式领导力开发机制研究
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摘要
为社会培养和输送未来领导者一直是高等教育重要的组织目标,许多国家和组织都把领导力看作是一种应对竞争的优势资源,如何提升领导人才培养的质量是现阶段我国高等院校极需关注的重要议题之一。高校进行大学生开放式领导力开发,是提升领导人才培养质量的关键途径。
本文通过对领导理论、领导力理论、领导力培养理论以及开放式领导理论相关文献的追溯,界定了大学生开放式领导力的内涵及其结构,在此基础之上,结合国外高校大学生开放式领导力开发实践的探索性案例分析,构建了大学生开放式领导力影响因素模型。针对影响因素模型中的八个因素,从校内、校外和个人三个层面出发,本研究设计了问卷进行数据采集,并主要用因子分析法对数据进行分析,验证大学生开放式领导力的影响因素模型,并根据分析结果对初始模型进行了调整,同时,分别选取国内外两所高校进行大学生开放式领导力培养的实地考察,收集了大量一手案例资料,在此基础上,结合对影响因素模型进行实证分析后的框架,对案例院校在大学生开放式领导力的培养方面进行了详细的剖析。
本文在大学生开放式领导力结构要素、大学生开放式领导力影响因素以及大学生开放式领导力实践考察的基础上,提出了大学生开放式领导力的开发路径以及实施措施,本研究得到的主要成果包括：
首先,基于构建大学生开放式领导力结构模型的原则、本文对开放式领导力概念的界定以及国内外创造力、领导力模型的整合,本文将大学生开放式领导力模型界定为以下几个构成要素：专业知识和技能、通用技能、个人特质、开放式洞察力,这些开放式领导力结构的构成要素之间相辅相成,而非完全独立的,每一个能力结构构成要素的提高都会对大学生开放式领导力的整体提升产生重要的影响。
第二,根据实地考察的案例分析结果,对初始模型中的八个影响因素：目标理念、课程体系、培养途径、教学形式、师资水平、与学校外部的互动、学生参与反馈和宏观环境进行了调整,从学校内部、学校外部和学生个人三个维度提取了目标理念、培养方案、外部教育资源可获性、课外实践活动可参与性、学习应用能力、大学生开放式领导力特质、个人学习发展背景等7个公因子,共同对前文提出的专业技能、通用技能、个人特质和开放式洞察力四个方面的技能产生直接或者间接的影响,并进而对大学生开放式领导力的开发和提升产生作用。
第三,以大学生开放式领导力影响因素模型为依据,结合国内外高校的实践,本文提出了高校大学生开放式领导力开发的具体路径以及建议措施：确立开放式的人才培养目标理念,制定开放式的人才培养方案,通过多种形式的途径培养大学生的开放式领导力特质,并根据开放式领导力培养的总体目标,考察学生的个人情况,制定相应的领导力培养策略,然后对大学生开放式领导力开发的路径及机制进行调整优化。
最后,本文提出了一个新的概念,即：大学生开放式领导力。本文的开放式领导力开发是宽专交人才培养模式的深化,所培养的人才具有广阔视野、扎实的知识基础和特别善于应用专业知识解决现实问题的能力。这种开放式领导力是基于领导力概念、在开放式创新理论基础上提出的一种全新的领导力概念,对高校领导人才的培养有着一定的指导作用。
One of the most significant targets for colleges and universities is to cultivate and provide talents for the society. A large number of countries and organizations regard leadership as advantageous resources for competitions, and it is a major task for Chinese colleges and universities to promote the quality of talents cultivation. The development of open leadership for undergraduates becomes a key road to upgrade the capabilities of talents.
The paper explicitly defined the open leadership of college students and it structure through backtracking of the leadership theory, the leadership cultivation theory as well as the open leadership theory, based on which an influence factor model is set up in combination with the exploratory case analysis of the open leadership development practice of undergraduates in some foreign universities. In accordance with the eight factors in the model, the paper designed the questionnaire to collect data form the perspectives of inside the campus, outside the campus and individual respectively. The initial model was adjusted based on the result of the factor analysis. Meanwhile, two universities were chosen as the samples for the model verification, one in China, the other in America.
The paper proposed the development approach and measures of the open leadership for college students based on the structure factors, influence factors as well as the practice inspection of undergraduates open leadership.
First of all, the paper defined four structure factors of the college students open leadership:professional knowledge and technological knowhow, general skills, individual traits and open vision, which rely and make influences on each other. And the improvement of every factor has a substantial effect on the college students open leadership as a whole.
Secondly, the paper adjusted the eight influence factors in the initial model:target concept, curriculum system, cultivation approach, teaching mode, teaching level, interaction with outside the campus, students feedback and macro environment, and extracted seven common factor from three dimensions——inside the campus, outside the campus and individually. The seven common factors:——target concept, cultivation program, educational resources availability from outside, extra-curricular activity availability, application ability, college students open leadership traits and individual development background——have direct and indirect influence on the four structure factors, and through which on the development and upgrade of the college students open leadership.
Thirdly, the paper proposed the specific approach and the suggestions for the development of college students open leadership for colleges and universities in China: to set an open concept for talents cultivation; to establish an open cultivation program; to cultivate open leadership traits for college students through various approaches; and to build up appropriate leadership cultivation strategy for individual students concerning his/her personal background based on the overall objective of the open leadership cultivation, with some adjustment toward the development approach and the system.
Finally, the paper put up a new concept:college students open leadership. The open leadership development in this sense is the deepening of the wide specialized personnel training mode. The cultivated talents from this deepened mode have a broad horizon, solid foundation of expertise, and problem solving capability. It's a brand new leadership concept based on the open innovation theory in combination with the traditional leadership theory, and will surely have a significant influence on the talents cultivation for Chinese colleges and universities.
本文通过对领导理论、领导力理论、领导力培养理论以及开放式领导理论相关文献的追溯,界定了大学生开放式领导力的内涵及其结构,在此基础之上,结合国外高校大学生开放式领导力开发实践的探索性案例分析,构建了大学生开放式领导力影响因素模型。针对影响因素模型中的八个因素,从校内、校外和个人三个层面出发,本研究设计了问卷进行数据采集,并主要用因子分析法对数据进行分析,验证大学生开放式领导力的影响因素模型,并根据分析结果对初始模型进行了调整,同时,分别选取国内外两所高校进行大学生开放式领导力培养的实地考察,收集了大量一手案例资料,在此基础上,结合对影响因素模型进行实证分析后的框架,对案例院校在大学生开放式领导力的培养方面进行了详细的剖析。
本文在大学生开放式领导力结构要素、大学生开放式领导力影响因素以及大学生开放式领导力实践考察的基础上,提出了大学生开放式领导力的开发路径以及实施措施,本研究得到的主要成果包括：
首先,基于构建大学生开放式领导力结构模型的原则、本文对开放式领导力概念的界定以及国内外创造力、领导力模型的整合,本文将大学生开放式领导力模型界定为以下几个构成要素：专业知识和技能、通用技能、个人特质、开放式洞察力,这些开放式领导力结构的构成要素之间相辅相成,而非完全独立的,每一个能力结构构成要素的提高都会对大学生开放式领导力的整体提升产生重要的影响。
第二,根据实地考察的案例分析结果,对初始模型中的八个影响因素：目标理念、课程体系、培养途径、教学形式、师资水平、与学校外部的互动、学生参与反馈和宏观环境进行了调整,从学校内部、学校外部和学生个人三个维度提取了目标理念、培养方案、外部教育资源可获性、课外实践活动可参与性、学习应用能力、大学生开放式领导力特质、个人学习发展背景等7个公因子,共同对前文提出的专业技能、通用技能、个人特质和开放式洞察力四个方面的技能产生直接或者间接的影响,并进而对大学生开放式领导力的开发和提升产生作用。
第三,以大学生开放式领导力影响因素模型为依据,结合国内外高校的实践,本文提出了高校大学生开放式领导力开发的具体路径以及建议措施：确立开放式的人才培养目标理念,制定开放式的人才培养方案,通过多种形式的途径培养大学生的开放式领导力特质,并根据开放式领导力培养的总体目标,考察学生的个人情况,制定相应的领导力培养策略,然后对大学生开放式领导力开发的路径及机制进行调整优化。
最后,本文提出了一个新的概念,即：大学生开放式领导力。本文的开放式领导力开发是宽专交人才培养模式的深化,所培养的人才具有广阔视野、扎实的知识基础和特别善于应用专业知识解决现实问题的能力。这种开放式领导力是基于领导力概念、在开放式创新理论基础上提出的一种全新的领导力概念,对高校领导人才的培养有着一定的指导作用。
One of the most significant targets for colleges and universities is to cultivate and provide talents for the society. A large number of countries and organizations regard leadership as advantageous resources for competitions, and it is a major task for Chinese colleges and universities to promote the quality of talents cultivation. The development of open leadership for undergraduates becomes a key road to upgrade the capabilities of talents.
The paper explicitly defined the open leadership of college students and it structure through backtracking of the leadership theory, the leadership cultivation theory as well as the open leadership theory, based on which an influence factor model is set up in combination with the exploratory case analysis of the open leadership development practice of undergraduates in some foreign universities. In accordance with the eight factors in the model, the paper designed the questionnaire to collect data form the perspectives of inside the campus, outside the campus and individual respectively. The initial model was adjusted based on the result of the factor analysis. Meanwhile, two universities were chosen as the samples for the model verification, one in China, the other in America.
The paper proposed the development approach and measures of the open leadership for college students based on the structure factors, influence factors as well as the practice inspection of undergraduates open leadership.
First of all, the paper defined four structure factors of the college students open leadership:professional knowledge and technological knowhow, general skills, individual traits and open vision, which rely and make influences on each other. And the improvement of every factor has a substantial effect on the college students open leadership as a whole.
Secondly, the paper adjusted the eight influence factors in the initial model:target concept, curriculum system, cultivation approach, teaching mode, teaching level, interaction with outside the campus, students feedback and macro environment, and extracted seven common factor from three dimensions——inside the campus, outside the campus and individually. The seven common factors:——target concept, cultivation program, educational resources availability from outside, extra-curricular activity availability, application ability, college students open leadership traits and individual development background——have direct and indirect influence on the four structure factors, and through which on the development and upgrade of the college students open leadership.
Thirdly, the paper proposed the specific approach and the suggestions for the development of college students open leadership for colleges and universities in China: to set an open concept for talents cultivation; to establish an open cultivation program; to cultivate open leadership traits for college students through various approaches; and to build up appropriate leadership cultivation strategy for individual students concerning his/her personal background based on the overall objective of the open leadership cultivation, with some adjustment toward the development approach and the system.
Finally, the paper put up a new concept:college students open leadership. The open leadership development in this sense is the deepening of the wide specialized personnel training mode. The cultivated talents from this deepened mode have a broad horizon, solid foundation of expertise, and problem solving capability. It's a brand new leadership concept based on the open innovation theory in combination with the traditional leadership theory, and will surely have a significant influence on the talents cultivation for Chinese colleges and universities.
引文
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