The Social Change Model
The Social Change Model of Leadership (Higher Education Research Institute, UCLA, 1996) has two primary goals:
1. To enhance student learning and development.
- Self-knowledge: understanding of one’s talents, values, interests, especially as these relate to the student’s capacity to provide effective leadership; and
- Leadership Competence: the capacity to mobilize oneself and others to serve and work collaboratively.
2. To facilitate positive social change at the high school or in the community.
The model is inclusive in that it is designed to enhance the development of leadership qualities in all participants — those who hold formal leadership positions as well as those who do not — and to promote a process that actively engages all who wish to contribute.
The basic premises are:
- That leadership is a process rather than a position
- To promote the values of equity, social justice, self-knowledge, personal empowerment, collaboration, citizenship, and service
- That service provides a powerful vehicle for developing student leadership capabilities in a collaborative environment; learning happens by “making meaning” of life experiences.
- To be useful to students who are interested in undertaking leadership development projects on their own.
- To be a working framework that is subject to regular revision based on the experience of those who use it.
The social change model will allow students to describe HOBY and what they learned in a very tangible way, and provide tools they can use in future leadership situations.
Since this approach to leadership development is embedded in collaboration and concerned with fostering social change, the model examines leadership development from three different perspectives or phases:
1) The Individual:
To foster and develop personal leadership qualities in those who participate; consider the personal qualities that are most supportive of group functioning and positive social change.
2) The Group:
To design a collaborative leadership development process not only to facilitate the development of the desired, individual qualities (above), but also to affect positive social change.
3) The Community/Society:
To direct the leadership development activity towards a social end; to consider kinds of service activities that are the most effective in energizing the group and in developing desired personal qualities in the individual; to emphasize the responsibility of leaders to contribute to positive change.