Band 14, Heft 3 - Special issue: Service leadership education for university students: Experience of Hong Kong / Editors: Daniel T.L. Shek, Po P.Y. Chung, Lu Yu and Joav Merrick

In the past few decades, there has been a shift from manufacturing to service economy in many places throughout the world. In Hong Kong, 95% of its GDP is made up by the service industries. Conceptually, these two economies are associated with different production characteristics, organizational structures, and desired attributes of workers and leaders. The differences between these two economies in terms of the production modes are discussed in this paper. In particular, the implications of the economy on effective leadership requirements are outlined. With specific reference to the Service Leadership model proposed by the Hong Kong Institute of Service Leadership and Management, the 12 dimensions of the service-oriented personal brand and the 25 principles of service leadership are highlighted.

The growth of the service economy in the contemporary world has resulted in a different set of requirements for effective leadership as compared with the industrial era, which focused primarily on manufacturing industries. To nurture “service leaders” in the service economy, the Hong Kong Institute of Service Leadership and Management proposed the service leadership model. The key characteristics of the service leadership model are outlined in this paper. A systematic comparison was also conducted to identify the common and unique features of the service leadership model with reference to the existing leadership theories, including the trait, servant, spiritual, authentic, ethical, transformational, charismatic, and top-down leadership approaches. The limitations and future directions for research in service leadership are also presented.

The service leadership model and related curriculum were developed by the Hong Kong Institute of Service Leadership and Management. To nurture service leadership qualities in university students, a 2-credit service leadership subject was developed at The Hong Kong Polytechnic University. This paper presents the core beliefs and key components of the service leadership model and outlines the content of one of the lectures in the subject. The lecture attempts to help students recognize the importance of leadership competencies, moral character and caring disposition in successful leadership, and to explore ways to develop service leadership qualities. In addition to the lecture, class activities are adopted, including group discussion, role play, self-reflection, and drawing.

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.

Intrapersonal competencies form the foundation of one’s development, and they are fundamental qualities of leadership competences. Four types of intelligence are highlighted in the literature of positive psychology: intelligence quotient (IQ), emotional intelligence quotient (EQ), adversity quotient (AQ) and spiritual intelligence quotient (SQ). It is argued that these competences are important in a service leader. Through this lecture, it is expected that students will understand the basic concepts and the importance of different intrapersonal competencies (IQ, EQ, AQ and SQ). We also discuss the relationship between these intrapersonal competencies and effective service leadership. Finally, ways to promote different intrapersonal competencies are depicted.

According to the Hong Kong Institute of Service Leadership and Management, interpersonal competence is an important component of an effective service leader. The present paper introduces a lecture embedded in a service leadership subject that focuses on promoting students’ interpersonal competence. Several topics are covered in this lecture. First, concepts and theories about interpersonal competence are introduced. Second, the relevance of interpersonal competence to service leadership is outlined. Third, methods of developing interpersonal competence are presented, particularly different conflict management strategies and assertiveness skills. Finally, conclusions and reflections on students’ own interpersonal competence and its relevance to the service leadership in one’s professional field are discussed. Different activities have been designed and incorporated in the lecture to facilitate students’ active learning and self-reflection. Students are also encouraged to explore their own ways to promote the development of interpersonal competence.

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.

When the concept of social entrepreneurship becomes more popular, many universities explicitly claim that they wish to nurture social entrepreneurs. In this paper, the concept of social entrepreneurship and the successful attributes of social entrepreneurs are outlined. With reference to the question of how university students can be nurtured to be social entrepreneurs, it is suggested that the service leadership model proposed by the Hong Kong Institute of Service Leadership and Management is a good framework to be considered. In the framework, it is asserted that there are three attributes of a successful service leader – leadership competence, moral character, and caring dispositions. In this study, the experience of implementing a credit-bearing subject based on the service leadership model at The Hong Kong Polytechnic University is highlighted.