The Effectiveness of a Leadership Subject Using a Hybrid Teaching Mode during the Pandemic: Objective Outcome and Subjective Outcome Evaluation

Use of instructional videos in leadership education in higher education under COVID-19: A qualitative study

The use of online teaching mode has grown rapidly in recent years, particularly under the COVID-19 pandemic. To promote the learning motivation of students and teaching effectiveness, development of attractive online teaching material such as videos is important. In the present study, we developed 15 theory-related videos and 9 case-based videos in the context of a leadership course focusing on psychological well-being and psychosocial competence. Using a qualitative research methodology via focus groups (N = 48 students) to evaluate these videos, six themes emerged from the data, including video arrangement, design of videos, content of videos, benefits to students' pre-lesson self-learning, benefits to students' learning of course content, and contribution to students' class participation. The findings suggest that the videos can elicit positive perceptions of the students in a flipped classroom arrangement. Students also benefit from the videos in terms of their understanding of course content and their participation in class discussion. Besides, the study suggests that the videos promote the learning efficiency of the students. The present qualitative findings concurred with the previous quantitative findings, suggesting the value of using virtual teaching and learning to promote psychosocial competence in university students.

Self-leadership as an attribute of service leadership: Its relationship to well-being among university students in Hong Kong

Introduction

In the scientific literature, although conceptual models and empirical evidence have shown that leadership attributes are intimately linked to the well-being of followers, there is a lack of studies focusing on leadership in the service economy. According to the Service Leadership Theory, service leadership is a process that satisfies the needs of self, others, and systems (teams, organizations, communities, and societies) in ethical ways that is characterized by leadership competence, character, and care. With specific reference to self-leadership emphasized in service leadership, higher levels of service leadership attributes should promote personal well-being. However, the relationships between "service leadership attributes" and "well-being" in leaders at the intrapersonal level in leadership education among Chinese university students are rarely examined.

Methods

In this study, we collected data from 198 students to understand the linkages between "service leadership attributes" and "well-being" in university students taking a course on service leadership. For tracking changes in students, we collected both pretest and posttest data on validated measures of "service leadership attributes" (i.e., "knowledge," "attitude," and "behavior") and "well-being" (i.e., "positive youth development attributes" and "life satisfaction").

Results

Results showed that the posttest scores on all three domains of "service leadership attributes" as well as two dimensions of "well-being" encompassing life satisfaction and positive youth development attributes were higher than the respective pretest scores, suggesting that students experienced a shift in a positive direction after taking the course. Cross-lagged analyses showed that pretest service leadership attitude and behavior predicted posttest positive youth development attributes; pretest service leadership behavior predicted posttest life satisfaction. Pretest life satisfaction also predicted posttest service leadership behavior.

Discussion

Findings suggest that there is an intimate relationship between "service leadership attributes" and "well-being" in the "pre-work" context among university students.

Subjective Outcome Evaluation of Instructional Videos in Leadership Education

The aims of this study were to examine the psychometric properties of two subjective outcome evaluation tools measuring students' perceptions of 24 instructional videos and to understand the profiles of students' perceptions of the videos. Online teaching and learning played an important role when school lockdown measures were imposed during the COVID-19 pandemic. To facilitate online teaching in a college-level leadership education subject, we developed and piloted 24 instructional videos, including 15 animated videos and 9 case-based videos, in the 2021/22 academic year. To understand students' perceptions of the videos, we developed two subjective outcome evaluation scales (one for the animated videos and another for the case-based videos) to assess the subjective perceptions of 1308 students. Results showed that the developed tools possessed good psychometric properties, including factorial, convergent and discriminant validity. The findings of this study also revealed the students had positive attitudes towards the developed videos, including positive perceptions of the videos' design and the benefits gained from watching them. The present study suggests teachers can meaningfully use the 24 instructional videos in the context of leadership education in higher education.