Ting Ting Liu

Development of a credit-bearing service leadership subject for university students in Hong Kong.

Abstract Given that service industries contribute to 93% of Hong Kong’s GDP, an important question that should be asked is whether the education system can promote the development of service leadership among young people in Hong Kong. Unfortunately, service leadership programs specifically designed for university students are lacking in Hong Kong. In this paper, the basic tenets of the Service Leadership and Management framework are presented. Based on the fundamental postulation that effective service leadership is a function of moral character, competence and care (E=MC2), a subject called “Service Leadership” has recently been developed at The Hong Kong Polytechnic University. This paper outlines the objectives, intended learning outcomes, syllabus, assessment, and references of the subject. The proposed evaluation strategies are also described.

Process evaluation of a pilot subject on service leadership for university students in Hong Kong

Abstract To promote the holistic development of university students under the knowledge economy, a subject entitled “Service Leadership” was developed and piloted at The Hong Kong Polytechnic University. Process evaluation was carried out for 10 lectures, with each lecture observed by two independent observers who were registered social workers. Inter-rater reliability across the two observers was high, suggesting the observations were reliable. Results showed that program adherence was high in these lectures (mean=97.8%) and ratings on the implementation quality of the subject were also high. Some of the qualities of program implementation were significant predictors of the overall quality and success of the program. Consistent with other findings, the present study suggests that the implementation quality of “Service Leadership” was high.

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

Abstract This 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

Abstract This 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.

Focus group evaluation of a service leadership subject in Hong Kong

Abstract Two focus groups with six randomly selected students were conducted to understand the views and experiences of students taking a subject entitled “Service Leadership” at The Hong Kong Polytechnic University. Several observations were highlighted from the findings. First, students generally had positive views of the subject. Second, students felt that they had positive experience in the subject. Third, the instructors were seen in a positive light by the students. Fourth, the students perceived the subject to be beneficial to their development. Fifth, students had positive impression about the subject. Finally, recommendations regarding time allocation, teaching style, and classroom environment were expressed by the students.

Character strengths in Chinese philosophies: relevance to service leadership

Abstract According to the Hong Kong Institute of Service Leadership and Management, moral character or character strength is an important attribute of an effective service leader. In connection to this, “Character Strengths in Chinese Philosophies” is one of the lecture topics taught in a course titled “Service Leadership” in a university in Hong Kong. Several topics are covered in that lecture. First, the relevance of Chinese philosophies to service leadership is discussed. Second, the core virtues in Confucian thoughts are presented. Third, the relevance of Confucian virtues to service leadership is examined. Finally, conclusions and reflections on the relevance of Confucian virtues to service leadership are outlined. In addition to one warm-up activity at the beginning of the lecture, three major activities are designed for related parts of the content. During the lecture, students are encouraged to reflect on their qualities in terms of Confucian virtues and explore effective ways to promote the development of such virtues.

Evolution and realms of service leadership and leadership models

Abstract This paper presents a lesson plan in a course entitled “Service Leadership” at The Hong Kong Polytechnic University. In that lecture, three basic aspects of the service leadership model are presented. First, the origin of service leadership from an evolutionary anthropology perspective is outlined. Second, three realms of service leadership with reference to self, others and systems are presented. Third, two leadership models (i.e. top-down and bottom-up models) are introduced, and their strengths and weaknesses are examined. Students are also invited to reflect on their assumptions of men with reference to leadership. Several class activities including role-play, self-reflection exercises and questionnaire survey are designed to help students achieve the learning outcomes. The paper ends by highlighting topics which can help students to have critical thinking and reflections.

The Role of Self-Leadership in Service Leadership

Abstract One of the core beliefs of the service leadership curriculum proposed by the Hong Kong Institute of Service Leadership and Management is that ‘Every day, every human occupies a position of leadership and possesses the potential to improve his leadership quality and effectiveness’. This core belief is in sharp contrast to some of the mainstream leadership theories that only a few people and elites can be leaders. In this paper, a lecture plan regarding the nature of self-leadership with reference to service leadership is presented. The topics include definitions and concepts of self-leadership, relationships between self-leadership and service leadership, ways to promote self-leadership, and conclusions and reflections. During the lecture, students are also encouraged to reflect on how well they lead their lives, with reference to the concepts of self-management, self-monitoring, and self-improvement.

Adolescent developmental assets and service leadership

Abstract In the field of positive youth development, it is generally asserted that developmental assets or positive youth development qualities contribute to positive adolescent developmental outcomes. In the context of training for service leadership, it is argued that the promotion of developmental assets would help university students develop the foundational competence of service leaders. In this paper, the lesson plan of Lecture Eleven in a course entitled “Service Leadership” run in The Hong Kong Polytechnic University is discussed. In the lecture, four developmental assets related to positive identity (self-esteem, self-efficacy, purpose in life and optimism about the future) proposed by Peter Benson are presented. In addition, the possible contribution of different developmental assets to the development of service leadership is highlighted. Moreover, students are encouraged to reflect on their self-identity and explore effective ways to promote their positive self-image.

Implementation quality of the Tier 1 Program of the Project P.A.T.H.S. in Hong Kong: findings from the extension phase.

Abstract To evaluate the implementation quality of the Tier 1 Program of the Project P.A.T.H.S. (Secondary 1 to Secondary 3), a study based on classroom observations of 597 units in 207 schools was conducted under the Co-Walker Scheme. Results demonstrated that the implementation quality of the program was high in general, with a mean program adherence of 80.8%. The 13 aspects of program delivery under observation were significantly intercorrelated. Multiple regression analyses indicated that: (i) overall implementation quality was significantly predicted by classroom control, interactive delivery method, use of positive and supportive feedback, opportunity for reflection, degree of achievement of the objectives, time management, and lesson preparation; (ii) success of implementation was significantly predicted by student participation and involvement, opportunity for reflection, degree of achievement of the objectives, and time management.