dc.contributor.author | Laguna-Sanchez, Pilar | |
dc.contributor.author | Segovia-Pérez, Monica | |
dc.contributor.author | de la Fuente-Cabrero, Concepción | |
dc.contributor.author | Vargas-Perez, Ana M. | |
dc.date.accessioned | 2024-01-30T11:38:54Z | |
dc.date.available | 2024-01-30T11:38:54Z | |
dc.date.issued | 2021-05-20 | |
dc.identifier.citation | 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. | es |
dc.identifier.issn | 2199-8531 | |
dc.identifier.uri | https://hdl.handle.net/10115/29243 | |
dc.description | Case study. A collaborative model of leadership education for high-potential female undergraduate
students carried out at the university level between 2017 and 2020. External stakeholders. Open Leadership program
with multidisciplinary students. Measuring the learning and emotions. 360-degree evaluation. | es |
dc.description.abstract | Society recognizes the need to progress towards equal opportunities for leadership at all
levels of political and economic decision-making for women and requires that companies work to
reach that goal. Nevertheless, leadership education should begin in the educational stages. This
research presents a collaborative model of leadership education for high-potential female undergraduate
students carried out at the university level between 2017 and 2020, with 75 students. To be
successful at improving student leadership skills, self-esteem, self-confidence, and personal inner
transformation, this women’s leadership development program was based on four lines of innovation:
(a) attracting external stakeholders to develop training jointly; (b) making an open program
with multidisciplinary students in social sciences and STEM subjects tailored to the professional
environment; (c) measuring the learning with all the participants: trainers, directors, managers,
program staff and students, using a 360-degree evaluation; and (d) designing an ongoing research
process to incorporate improvements from multiple stakeholder perspectives. A multi-source program
assessment was used. The results not only show a positive impact on the students’ acquisition
of leadership skills but also, on the increase in self-confidence and ambition. The study provides a
pioneering model for women’s leadership education that could be used in other similar programs. | es |
dc.language.iso | eng | es |
dc.publisher | MDPI actualmente ELSEVIER | es |
dc.rights | Atribución 4.0 Internacional | * |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/ | * |
dc.subject | open innovation | es |
dc.subject | leadership skills training | es |
dc.subject | self-confidence | es |
dc.subject | female learning | es |
dc.subject | female barriers | es |
dc.title | A Collaborative Model for Leadership Education in High-Potential University Women Students | es |
dc.type | info:eu-repo/semantics/article | es |
dc.identifier.doi | 10.3390/joitmc7020138 | es |
dc.rights.accessRights | info:eu-repo/semantics/openAccess | es |