Service leadership education for university students in Hong Kong: subjective outcome evaluation

2014 ◽  
Vol 13 (4) ◽  
Author(s):  
Daniel T.L. Shek ◽  
Li Lin ◽  
Ting Ting Liu
Keyword(s):  
Hong Kong ◽  
Outcome Evaluation ◽  
Leadership Education ◽  
Three Dimensions ◽  
Subjective Outcome ◽  
Leadership Qualities ◽  
Service Leadership ◽  
Perceptions Of Students ◽  
Evaluation Measure ◽  
The Subject

AbstractThis study examined the perceptions of students taking a subject entitled “Service Leadership” at the Hong Kong Polytechnic University. After taking the subject, the students were invited to respond to a subjective outcome evaluation measure assessing the perceived program qualities, instructor qualities and perceived benefits of the subject. Regarding the descriptive profile of responses to the items, students displayed positive perceptions of the subject content and teachers, and most of them regarded the subject to be beneficial to their development of service leadership qualities. While the three dimensions of subjective outcome were significantly correlated, perceived program qualities but not perceived instructor qualities predicted perceived effectiveness of the program.

Service leadership education for university students in Hong Kong: qualitative evaluation

2014 ◽  
Vol 13 (4) ◽  
Author(s):  
Daniel T.L. Shek ◽  
Li Lin ◽  
Ting Ting Liu ◽  
Moon Y.M. Law
Keyword(s):  
Hong Kong ◽  
University Students ◽  
Qualitative Evaluation ◽  
Outcome Evaluation ◽  
Leadership Education ◽  
Leadership And Management ◽  
Service Leadership ◽  
Perceptions Of Students ◽  
The Subject ◽  
Objective Outcome

AbstractThis study examined the perceptions of students taking a subject entitled “Service Leadership” at The Hong Kong Polytechnic University which was developed using the model proposed by the Hong Kong Institute of Service Leadership and Management (HKI-SLAM). After taking this subject, students were invited to participate in a qualitative study where they used three descriptors and a metaphor to describe their experiences about the subject. Based on the reflections of 50 students, results showed that 96.1% of the descriptors and 90% of the metaphors used by the students were positive. In conjunction with the objective outcome evaluation, subjective outcome evaluation and process evaluation findings, the present study suggests that “Service Leadership” is a subject that can promote holistic development in Chinese university students in Hong Kong.

Post-lecture subjective outcome evaluation of a university subject on leadership and positive youth development in Hong Kong

2014 ◽  
Vol 13 (4) ◽  
Author(s):  
Daniel T.L. Shek ◽  
Hildie Leung
Keyword(s):  
Hong Kong ◽  
Youth Development ◽  
Positive Youth Development ◽  
Outcome Evaluation ◽  
Global Evaluation ◽  
Regression Analyses ◽  
Subjective Outcome ◽  
Leadership Qualities ◽  
Teacher Attributes ◽  
The Subject

AbstractPost-lecture subjective outcome evaluation findings of a university subject promoting the leadership qualities and positive youth development of students at The Hong Kong Polytechnic University are reported. Students were invited to respond to a 16-item post-lecture questionnaire gauging their perceptions toward the subject, lecture, and the teachers after each of the 13 lectures. Factor analysis demonstrated that three factors were abstracted from the scale, including subject attributes, lecture attributes, and teacher attributes. Normative findings showed that students had positive perceptions on each of the dimensions throughout the lectures. Multiple regression analyses revealed that subject attributes, lecture attributes, and teacher attributes predicted global evaluation of the lecture and teacher. Based on the subjective outcome evaluation findings, the present study provides further support for the effectiveness of this subject in promoting the holistic development of the students.

scholarly journals Subjective outcome evaluation of a university subject on service leadership

2015 ◽  
Vol 14 (4) ◽  
Author(s):  
Daniel T.L. Shek ◽  
Jianqiang Liang
Keyword(s):  
Hong Kong ◽  
Outcome Evaluation ◽  
Subjective Outcome ◽  
First Semester ◽  
Service Leadership ◽  
Program Content ◽  
The Subject ◽  
Program Benefits ◽  
Academic Year

AbstractUniversity students (n=58) responded to a 45-item subjective outcome evaluation scale after taking a credit-bearing elective subject titled “Service Leadership” at The Hong Kong Polytechnic University in the first semester of the 2013–14 academic year. Results showed that the students generally displayed positive perceptions of the program content and the instructors, and most of them perceived the subject to be beneficial to different aspects of their development. As predicted, three subscales of the scale (Program Content, Program Implementer, and Program Benefits) were significantly correlated. Similar to the previous studies, perceived quality of the program but not quality of instructors and program benefits predicted the students’ overall satisfaction with the program.

Post-course subjective outcome evaluation of a subject on leadership and intrapersonal development for university students in Hong Kong

2014 ◽  
Vol 13 (4) ◽  
Author(s):  
Daniel T.L. Shek ◽  
Lu Yu
Keyword(s):  
Hong Kong ◽  
Undergraduate Students ◽  
Outcome Evaluation ◽  
Three Dimensions ◽  
First Year ◽  
Factor Analyses ◽  
Subjective Outcome ◽  
Perceived Effects ◽  
The Subject ◽  
Academic Year

AbstractTo investigate the perceived effects of a subject on leadership and intrapersonal development offered at The Hong Kong Polytechnic University, a 48-item Subjective Outcome Evaluation Scale was implemented on a sample of first-year undergraduate students (n=800) in the academic year of 2012–2013. Consistent with our expectation, factor analyses showed that there are three dimensions (program, instructor, and benefits) intrinsic to the scale. Similar to previous findings, results showed that students had positive perceptions about the subject content and teachers, and most of the students perceived the subject as beneficial to their holistic development. Both perceived qualities of the program and instructor were significant predictors of the perceived effectiveness of the program. Perceived qualities of the program, instructors, and benefits predicted students’ overall satisfaction with the program.

scholarly journals Subjective outcome evaluation of a university subject on leadership and intrapersonal development

2016 ◽  
Vol 15 (2) ◽  
Author(s):  
Daniel T.L. Shek ◽  
Jianqiang Liang ◽  
Moon Y.M. Law
Keyword(s):  
Hong Kong ◽  
Undergraduate Students ◽  
Outcome Evaluation ◽  
Three Dimensions ◽  
First Year ◽  
Perceived Effectiveness ◽  
Factor Analyses ◽  
Subjective Outcome ◽  
The Subject ◽  
Academic Year

AbstractFirst-year undergraduate students (n=890) responded to a 48-item subjective outcome evaluation scale (SOES) after taking a leadership subject at The Hong Kong Polytechnic University in the second semester of the 2012–2013 academic year. Consistent with our expectation, factor analyses showed that the scale contains three dimensions (program, instructor and benefits). Results showed that students had positive perceptions of the program contents and the instructors, and most of the students perceived the subject to be beneficial to their development in different areas. As predicted, perceived qualities of the program and instructors were significant predictors of the perceived effectiveness of the program. Perceived qualities of the program, instructors and benefits predicted student’s overall satisfaction with the program.

scholarly journals Promoting Service Leadership Qualities and Well-Being among University Students through an Online Course during COVID-19 Pandemic

2021 ◽  
Vol 18 (15) ◽  
pp. 8162
Author(s):  
Xiaoqin Zhu ◽  
Daniel T. L. Shek ◽  
Cathy H. M. Chan
Keyword(s):  
Online Learning ◽  
Course Design ◽  
Learning Experience ◽  
Well Being ◽  
Outcome Evaluation ◽  
Leadership Education ◽  
Leadership Qualities ◽  
Synchronous Mode ◽  
Service Leadership ◽  
The Impact

The COVID-19 pandemic is a great challenge to leadership education in universities. Although previous findings provide support for the effectiveness of online learning, the impact of online leadership course on students’ learning outcomes and well-being has not been well documented. Using objective outcome and subjective outcome evaluation strategies, the present study examined students’ perceived qualities and effectiveness of an online credit-bearing service leadership course adopting asynchronous mode (primarily online learning) and synchronous mode under COVID-19. Regardless of teaching modes, the subject yielded positive impacts. Specifically, pretest-posttest (N = 228) showed that there were positive changes in students’ service leadership qualities, life satisfaction and psychological well-being. For students’ perception of the course (N = 219), results indicated that most students were positive in their learning experience and satisfied with course design, lecturer quality and the benefits of the course to their development. Students’ changes and subjective perceptions were positively correlated, but with a low effect size. The findings reflected that online service leadership course adopting asynchronous or synchronous mode was effective, and students were positive about their learning experience.

scholarly journals Promoting Service Leadership Qualities and Well-Being among University Students: Evaluation Findings in Hong Kong

2021 ◽  
Author(s):  
Xiaoqin Zhu ◽  
Daniel T. L. Shek
Keyword(s):  
Hong Kong ◽  
University Students ◽  
Youth Development ◽  
Well Being ◽  
Leadership Education ◽  
Assessment Tools ◽  
Leadership Qualities ◽  
Formal Curriculum ◽  
Service Leadership ◽  
And Behavior

AbstractService leadership education initiatives have been launched in Hong Kong to meet the emerging demand for service leaders and enhance university students’ well-being through nurturing not only competence but also good character and caring disposition. However, rigorous evaluation work based on validated assessment tools has not been adequately carried out to examine whether student well-being and service leadership qualities would increase after the learning process. Using a one-group pretest-posttest design, this study investigated the effectiveness of a credit-bearing subject entitled “Service Leadership” implemented in one university in Hong Kong. Based on the responses of 114 participants (49.1% boys, Age = 20.21 ± 2.96 years), it was found that students showed improvement in service leadership knowledge, attitude, and behavior after taking the subject. In addition, their life satisfaction and positive youth development attributes as indicators of well-being also significantly increased. Furthermore, the increase in well-being among students was closely associated with their attitudinal and behavioral changes but not knowledge acquisition. The present findings imply that a formal curriculum-based leadership course can be a promising way to promote student service leadership qualities and well-being.

The students were happy, but did they change positively?

2014 ◽  
Vol 13 (4) ◽  
Author(s):  
Daniel T.L. Shek ◽  
Lu Yu ◽  
Cecilia M.S. Ma
Keyword(s):  
Hong Kong ◽  
University Students ◽  
General Education ◽  
Youth Development ◽  
Positive Youth Development ◽  
Character Strengths ◽  
Leadership Qualities ◽  
Moral Competence ◽  
Service Leadership ◽  
The Subject

AbstractAt The Hong Kong Polytechnic University, a 2-credit General Education subject entitled “Service Leadership” was developed to promote service leadership qualities (including leadership competencies, moral character, and caring disposition) in university students. The subject was piloted in one class with 60 students in the 2012/2013 academic year. Pretest and posttest data utilizing measures of positive youth development, life satisfaction, and service leadership qualities were collected. Positive changes in the program participants were found, particularly for measures in behavioral competence, moral competence, character strengths, general positive youth development qualities, and overall service leadership qualities. The present study provided preliminary support for the effectiveness of the subject in nurturing service leadership qualities of Chinese university students in Hong Kong.

scholarly journals Secondary Data Analyses of Subjective Outcome Evaluation Data Based on Nine Databases

2012 ◽  
Vol 2012 ◽  
pp. 1-10 ◽  
Author(s):  
Daniel T. L. Shek
Keyword(s):  
Hong Kong ◽  
Program Implementation ◽  
Secondary Data ◽  
Outcome Evaluation ◽  
Subjective Outcome ◽  
Evaluation Data ◽  
Holistic Development ◽  
School Based ◽  
Data Analyses ◽  
Tier 1

The purpose of this study was to evaluate the effectiveness of the Tier 1 Program of the Project P.A.T.H.S. (Positive Adolescent Training through Holistic Social Programmes) in Hong Kong by analyzing 1,327 school-based program reports submitted by program implementers. In each report, program implementers were invited to write down five conclusions based on an integration of the subjective outcome evaluation data collected from the program participants and program implementers. Secondary data analyses were carried out by aggregating nine databases, with 14,390 meaningful units extracted from 6,618 conclusions. Results showed that most of the conclusions were positive in nature. The findings generally showed that the workers perceived the program and program implementers to be positive, and they also pointed out that the program could promote holistic development of the program participants in societal, familial, interpersonal, and personal aspects. However, difficulties encountered during program implementation (2.15%) and recommendations for improvement were also reported (16.26%). In conjunction with the evaluation findings based on other strategies, the present study suggests that the Tier 1 Program of the Project P.A.T.H.S. is beneficial to the holistic development of the program participants.

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