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A Collaborative Model for Leadership Education in High-Potential University Women Students

dc.contributor.authorLaguna-Sanchez, Pilar
dc.contributor.authorSegovia-Pérez, Monica
dc.contributor.authorde la Fuente-Cabrero, Concepción
dc.contributor.authorVargas-Perez, Ana M.
dc.date.accessioned2024-01-30T11:38:54Z
dc.date.available2024-01-30T11:38:54Z
dc.date.issued2021-05-20
dc.identifier.citationLaguna-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.issn2199-8531
dc.identifier.urihttps://hdl.handle.net/10115/29243
dc.descriptionCase 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.abstractSociety 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.isoenges
dc.publisherMDPI actualmente ELSEVIERes
dc.rightsAtribución 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectopen innovationes
dc.subjectleadership skills traininges
dc.subjectself-confidencees
dc.subjectfemale learninges
dc.subjectfemale barrierses
dc.titleA Collaborative Model for Leadership Education in High-Potential University Women Studentses
dc.typeinfo:eu-repo/semantics/articlees
dc.identifier.doi10.3390/joitmc7020138es
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses


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Atribución 4.0 InternacionalExcept where otherwise noted, this item's license is described as Atribución 4.0 Internacional