Abstract
With the emergence of the knowledge-based and service economies, the demand for service leadership is obvious. However, there are few models specifically designed for service leadership. Besides, most of the leadership models developed for university students are elitist leadership models, assuming only elites can be effective leaders. To promote service leadership in the higher education sector in Hong Kong, the Hong Kong Institute of Service Leadership and Management (HKI-SLAM) proposed the service leadership model. In this chapter, the basic qualities of effective service leaders are highlighted with reference to the attributes of student well-being commonly proposed in different student well-being models. Besides presenting evidence on the linkage between service leadership attributes and well-being, the chapter also examines the concordance of service leadership attributes and student well-being attributes described in different models. It is argued that through nurturing service leadership qualities in university students, their well-being is also enhanced.
The preparation for this work and the Service Leadership Initiative are financially supported by the Victor and William Fung Foundation.
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The service leadership research project at The Hong Kong Polytechnic University is financially supported by the Victor and William Fung Foundation.
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Appendix 1 Qualities of Effective Service Leadership and Attributes of Student Well-Being Based on Different Models on Student Well-Being
Appendix 1 Qualities of Effective Service Leadership and Attributes of Student Well-Being Based on Different Models on Student Well-Being
Service leadership attributes | Cognitive competence | Emotional intelligence | Spirituality | Interpersonal skills | Moral character | Caring disposition | Self-leadership and continuous self-improvement | Self-reflection |
|---|---|---|---|---|---|---|---|---|
Attributes of student well-being | ||||||||
Student well-being model (Allardt 1989; Soutter et al. 2014) | ||||||||
Having | ✓ | ✓ | ||||||
Being | ✓ | ✓ | ✓ | ✓ | ||||
Relating | ✓ | ✓ | ||||||
Feeling | ✓ | |||||||
Thinking | ✓ | ✓ | ||||||
Wheel of wellness (Witmer et al. 1998) | ||||||||
Spirituality | ✓ | ✓ | ||||||
Self-direction | ✓ | ✓ | ✓ | |||||
Work and leisure | ✓ | |||||||
Friendship | ✓ | ✓ | ||||||
Love | ✓ | ✓ | ✓ | |||||
Domains of healthy adolescent development (e.g., Kia-Keating et al. 2011; Fraillon 2004) | ||||||||
Social | ✓ | ✓ | ||||||
Emotional | ✓ | |||||||
Behavioral (e.g., prosocial activities) | ✓ | ✓ | ✓ | |||||
Moral character | ✓ | |||||||
Physiological (e.g., self-regulation skills) | ✓ | ✓ | ||||||
Cognitive (e.g., spiritual beliefs and hopes) | ✓ | ✓ | ✓ | ✓ | ||||
Educational | ✓ | ✓ | ✓ | |||||
Structural (e.g., safety) | ✓ | ✓ | ||||||
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Shek, D.T.L., Leung, H. (2015). Service Leadership Qualities in University Students Through the Lens of Student Well-Being. In: Shek, D., Chung, P. (eds) Promoting Service Leadership Qualities in University Students. Quality of Life in Asia, vol 6. Springer, Singapore. https://doi.org/10.1007/978-981-287-515-0_1
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