A Collaborative Model for Leadership Education in High-Potential University Women Students
Abstract
:1. Introduction
2. Methods, Sample, and Analytical Procedure
2.1. Indicators, Instruments, and Sample
2.1.1. Indicator 1—Students as Informants
Phase 1 Quantitative Methodology—Assessment of Formal Training and Emotions
Sample
Instrument
Phase 2 Qualitative Methodology: Students’ Perception of Their Inner Personal Transformation
2.1.2. Indicator 3: Trainers’ Perceptions
2.1.3. Indicator 4: Staff Perception and Assessment
2.2. Analytical Procedure
3. Women’s Leadership Development Program: Background and Innovations
3.1. Attracting External Stakeholders to Jointly Develop Training
3.2. Open Program with High Potential Multidisciplinary Students
3.3. An Ongoing Research Process to Improve the WLDP
3.3.1. Training Improvement
3.3.2. Improvement in the WLDP Evaluation System
3.4. Conceptual Model
4. Results
4.1. Assessment of the WLDP Program and the Training Received
4.2. Assessment of Inner Personal Transformation
5. Discussion and Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Subject | Subject Objective |
---|---|
Personal branding, social media and networking | From leisure networking to quality professional networking. The importance of the digital footprint in personal branding and social media. |
Communicating efficiently | Public communication techniques through storytelling to catch attention and influence. |
Oral and public speaking | Oral presentation training in the lecture hall using performing arts techniques with professional actors. |
Leadership style and techniques | Female and male thinking. Identification and integration of styles and techniques appropriate to their professional career, seeking motivation for team management. |
Negotiating Efficiently | Goal-oriented to improve negotiation skills in collaborative contexts integrating cultural diversity (this learning is not common in formal studies). |
Protocol and Business management | Management through company values to guide the creation of social value from the perspective of a globalized, digital, collaborative economy. |
The transforming woman | Managing the future from private and professional life to professional career using a transformative vision, managing the different roles that students will have throughout their lives to achieve professional and personal balance. |
Case Study: WCA Junior | Presentation of the final session to propose the creation of WCA Junior with the objective of establishing a stable link and networking between the participants and WCA members. |
First Edition | Second Edition | Third Edition |
---|---|---|
Personal branding, social media and networking | Social and business context: Bringing women role models to the class N | Social and business context: Bringing women role models to the class |
Communicating efficiently | Personal branding, social media and networking | Personal profile analysis N |
Oral and public speaking | Communicating efficiently | Personal branding and social media |
Leadership style and techniques | Oral and public speaking | Communicating efficiently |
Negotiating Efficiently | Leadership style and techniques | Oral and public speaking |
Protocol and Business management C | Negotiating Efficiently | Leadership style and techniques |
The transforming woman C | Business management R | Negotiating Efficiently |
Case Study: WCA Junior C | Case Study: ODS Agenda 2030 R | Design for Change (DFC) N |
Class Training Evaluation | Three-Years Mean | ANOVA by Group | Kruskal–Wallis Test | ||||
---|---|---|---|---|---|---|---|
ST | 2017 Mean | 2018 Mean | 2020 Mean | ||||
Theoretical subject matter | Theoretical subject matter | 8.7 | 1.44 | 8.7 | 8.7 | 8.7 | |
Practical subject matter | 8.9 | 1.36 | 8.6 | 9.0 | 8.9 | 0.009 ** | |
Provide answers to the queries made | 8.9 | 1.28 | 8.7 | 9.2 | 8.9 | 0.014 ** | |
Course materials | 8.5 | 1.80 | 7.9 | 8.9 | 8.5 | 0.001 *** | |
Learning | Previous knowledge of the subject | 6.0 | 1.77 | 6.3 | 5.6 | 6.2 | |
Provided applicable tools for the future | 8.8 | 1.31 | 8.7 | 8.8 | 8.8 | ||
Motivated to want to know more | 9 | 1.34 | 9 | 8.9 | 9.1 | ||
Global evaluation | 8.8 | 1.25 | 8.7 | 8.8 | 9 |
Provided Applicable Tools for the Future | Mean | ST | Minimum | Maximum | |
---|---|---|---|---|---|
Theoretical subject matter | Not too much | 6.6 | 1.58 | 4 | 10 |
Adequate | 7.8 | 1.34 | 4 | 10 | |
Too much | 9.3 | 1.03 | 5 | 10 | |
Practical subject matter | Not too much | 6.8 | 1.59 | 5 | 10 |
Adequate | 8.2 | 1.37 | 3 | 10 | |
Too much | 9.3 | 1.03 | 4 | 10 | |
Provide answers to the queries made | Not too much | 6.9 | 1.73 | 3 | 10 |
Subject-Module | Three-Year Global Evaluation | Results of ANOVA Analysis by Module and Year | |||
---|---|---|---|---|---|
Mean | ST | 2017 Mean | 2018 Mean | 2020 Mean | |
Public Speaking | 9.3 | 1.08 | 8.7 | 9.5 | 9.3 |
Social Media and Networking | 9.0 | 1.05 | 8.8 | 9.0 | 9.1 |
Leadership styles and techniques | 8.7 | 1.30 | 8.8 | 8.8 | 8.6 |
Negotiating Efficiently | 8.3 | 1.46 | 7.8 | 8.1 | 9.1 |
Personal Branding | 8.9 | 1.21 | 8.7 | 9.1 | 8.9 |
Communicating efficiently | 8.8 | 1.20 | 8.9 | 8.4 | 9.0 |
Positive Emotions | Mean | ST | YES | NO | |
---|---|---|---|---|---|
Motivation | “I am more motivated than when I started the module” | 8.6 | 2.217 | 91% | 3% (n = 6) |
Hope b) | “I have great hope that my abilities will be sufficient for the course” | 8.4 | 1.899 | 89% | 3% (n = 5) |
Hope a) | “I feel more self-confident on finishing the module” | 8.3 | 1.928 | 85% | 8% (n = 3) |
Enjoyment a) | “I felt excited during the module” | 8.2 | 2.012 | 86% | 7% (n = 11) |
Pride | “I am proud of how well I mastered the module” | 8.2 | 2.111 | 87% | 6% (n = 11) |
Enjoyment b) | “For me the module was a challenge that I enjoyed” | 8 | 2.207 | 83% | 8% (n = 15) |
Relief a) | “I feel very relieved during the module” | 7.9 | 2.164 | 83% | 7% (n = 14) |
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Laguna-Sánchez, P.; Segovia-Pérez, M.; Fuente-Cabrero, C.d.l.; Vargas-Pérez, A.M. A Collaborative Model for Leadership Education in High-Potential University Women Students. J. Open Innov. Technol. Mark. Complex. 2021, 7, 138. https://doi.org/10.3390/joitmc7020138
Laguna-Sánchez P, Segovia-Pérez M, Fuente-Cabrero Cdl, Vargas-Pérez AM. A Collaborative Model for Leadership Education in High-Potential University Women Students. Journal of Open Innovation: Technology, Market, and Complexity. 2021; 7(2):138. https://doi.org/10.3390/joitmc7020138
Chicago/Turabian StyleLaguna-Sánchez, Pilar, Mónica Segovia-Pérez, Concepción de la Fuente-Cabrero, and Ana M. Vargas-Pérez. 2021. "A Collaborative Model for Leadership Education in High-Potential University Women Students" Journal of Open Innovation: Technology, Market, and Complexity 7, no. 2: 138. https://doi.org/10.3390/joitmc7020138
APA StyleLaguna-Sánchez, P., Segovia-Pérez, M., Fuente-Cabrero, C. d. l., & Vargas-Pérez, A. M. (2021). A Collaborative Model for Leadership Education in High-Potential University Women Students. Journal of Open Innovation: Technology, Market, and Complexity, 7(2), 138. https://doi.org/10.3390/joitmc7020138