Leadership Development Models for Chinese Medicine University Students in Shandong Province

Zhuang Yun; Piyapun  Santaveesuk; Samrerng  Onsampant

doi:10.60027/iarj.2025.287506

Authors

Zhuang Yun Faculty of Education, Shinawatra University, Thailand https://orcid.org/0009-0008-0174-8711
Piyapun Santaveesuk Faculty of Education, Shinawatra University, Thailand https://orcid.org/0000-0002-7083-4815
Samrerng Onsampant Faculty of Education, Shinawatra University, Thailand https://orcid.org/0009-0004-2031-9091

DOI:

https://doi.org/10.60027/iarj.2025.287506

Keywords:

Leadership Development, Chinese Medicine, C-COS Model

Abstract

Background and Aim: This study aims to assess the leadership development needs of Chinese medicine university students in Shandong Province and propose targeted improvement models. The research seeks to identify key factors influencing leadership development, including course learning, organizational involvement, and social practice, and provide recommendations for enhancing leadership education in the context of traditional Chinese medicine education.

Materials and Methods: A mixed-methods approach was adopted, combining quantitative data from 1,500 valid questionnaires with qualitative insights gathered through interviews with students and faculty members. The survey explored students' leadership awareness, current abilities, and their perceptions of leadership development programs. Data analysis was conducted using descriptive statistics and thematic analysis to identify the factors contributing to leadership development.

Results: The results indicate that leadership education plays a significant role in improving students’ leadership abilities. Students who participated in leadership courses and organizational involvement scored significantly higher in leadership development. Additionally, social practice and volunteer service were found to enhance students’ leadership skills, particularly in terms of teamwork and social responsibility. The study also identified leadership awareness and course participation as key factors influencing students' leadership development.

Conclusion: The findings highlight the importance of integrating leadership education into the curriculum of Chinese medicine universities. The study suggests that a comprehensive approach, including leadership courses, organizational involvement, and social practice, can effectively enhance leadership development among students. The proposed C-COS model (Course Learning, Organizational Involvement, Social Involvement) provides a framework for improving leadership education tailored to the needs of Chinese medicine students in Shandong Province. The study recommends expanding leadership training programs and promoting social engagement to better prepare students for future leadership roles in the healthcare sector.

References

Ay, M., Tetik, S., & Bayraktar, D. M. (2014). Leadership development in medical education: A review of 25 years of research. Medical Education, 48(12), 1176–1183.

Bass, B. M., & Avolio, B. J. (1994). Improving organizational effectiveness through transformational leadership. Sage Publications.

Chen, D., & Lee, C. (2008). Cross-cultural validation of the full range leadership model in China: Empirical evidence from healthcare settings. Asia Pacific Journal of Management, 25(3), 409–428.

Chen, Y. (2018). Leadership education in traditional Chinese medicine universities: A Confucian approach. Journal of Chinese Higher Education Research, 22(1), 45–59.

Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 16(3), 297–334.

Day, D. V., Fleenor, J. W., Atwater, L. E., Sturm, R. E., & McKee, R. A. (2014). Advances in leader and leadership development: A review of 25 years of research and theory. The Leadership Quarterly, 25(1), 63–82.

Dugan, J. P., & Komives, S. R. (2006). Influences on college students’ capacity for socially responsible leadership. Journal of College Student Development, 47(5), 529–547.

Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. Bantam Books.

Hofstede, G., Hofstede, G. J., & Minkov, M. (2010). Cultures and organizations: Software of the mind (3rd ed.). McGraw-Hill.

Hu, S. (2013). Challenges in implementing leadership development programs in TCM universities. Chinese Journal of Educational Reform, 9(2), 81–87.

Jenkins, D. M. (2012). Exploring the impact of experiential learning on leadership development. Journal of Leadership Education, 11(1), 1–21.

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.

Komives, S. R., Owen, J. E., Longerbeam, S. D., Mainella, F. C., & Osteen, L. (2005). Developing a leadership identity: A grounded theory. Journal of College Student Development, 46(6), 593–611.

Li, X., & Zhang, Y. (2019). Leadership development and practice in TCM university students: A Chinese case study. Asian Journal of Medical Education, 13(3), 205–212.

Northouse, P. G. (2018). Leadership: Theory and practice (8th ed.). Sage Publications.

Shandong Provincial Department of Education. (2023). Annual education report on leadership training in TCM universities. Shandong Education Press.

Shandong University of Traditional Chinese Medicine. (2022). Internal report on leadership module outcomes in TCM education. Shandong University Press.

Shankman, M. L., & Allen, S. J. (2008). Emotionally intelligent leadership: A guide for college students. Jossey-Bass.

Smith, S. R., Johnson, K., & Taylor, R. A. (2017). Mentorship and simulation in medical leadership training: A longitudinal study. Medical Education Review, 51(4), 375–384.

Srisa-ard, B. (2015). Introduction to research (9th ed.). Bangkok: Suweeriyasarn.

Uhl-Bien, M. (2006). Relational leadership theory: Exploring the social processes of leadership and organizing. The Leadership Quarterly, 17(6), 654–676.

Wang, L., Zhou, X., & Chen, H. (2020). Evaluation of leadership training effectiveness in Chinese medicine students. Journal of Health Professions Education, 9(1), 35–44.

Wong, Y. L., & Huan, Y. (2018). Integrating global leadership competencies with Chinese educational values: A review. Asia-Pacific Education Review, 19(2), 205–214.

Zhou, L., & Wang, X. (2017). Authority versus autonomy in Chinese medical education leadership models. Chinese Higher Education Studies, 14(3), 129–140.