Preface

Leadership is much more an art, a belief, a condition of the heart, than a set of things to do. The visible signs of artful leadership are expressed, ultimately, in its practice.

-Max De Pree

Welcome to a challenging and wonderful journey-a journey about the commitments needed to make this world a better place, a journey exploring how you and the people in the groups you belong to can work together for meaningful change, and, ultimately, a journey into yourself. Dennis Roberts (2007), a member of the team that developed the Social Change Model of Leadership Development (SCM) and author of Chapter 1 in this book, calls this the "journey of deeper leadership" (p. 203).

The Social Change Model of Leadership Development

Contemporary times require a collaborative approach to leadership that can bring the talent of all members of a group to their shared purposes. The Social Change Model of Leadership Development approaches "leadership as a purposeful, collaborative, values-based process that results in positive social change" (emphasis added; Komives, Wagner, & Associates, 2009, p. xii; Higher Education Research Institute [HERI], 1996).

Assumptions About This Approach to Leadership

This approach to leadership is built on several key assumptions:

• Leadership is concerned with effecting change on behalf of others and society.
• Leadership is collaborative.
• Leadership is a process rather than a position.
• Leadership should be value-based.
• All students (not just those who hold formal leadership positions) are potential leaders.
• Service is a powerful vehicle for developing students' leadership skills.

In short, the approach proposed here differs in certain basic ways from traditional approaches that view leaders only as those who happen to hold formal leadership positions and that regard leadership as a value-neutral process involving positional "leaders" and "followers" (HERI, 1996, p. 10).

Goals of the Social Change Model

The SCM focuses on two primary goals:

1. To enhance student learning and development; more specifically, to develop in each student participant greater:
   • Self-knowledge: understanding one's talents, values, and interests, especially as these relate to the student's capacity to provide effective leadership
   • Leadership competence: the capacity to mobilize oneself and others to serve and work collaboratively
2. To facilitate positive social change at the institution or in the community. That is, undertake actions that will help the institution/community to function more effectively and humanely (HERI, 1996, p. 19)

Introducing the Seven Cs

The SCM includes seven values, referred to throughout the book as the Seven Cs, that synergistically become leadership for social change. All seven values work together to accomplish the transcendent C of Change. These values are grouped into three interacting clusters or dimensions: individual, group, and society or community. Individual values include Consciousness of Self, Congruence, and Commitment. Group values include Collaboration, Common Purpose, and Controversy With Civility. The societal or community dimension is presented as Citizenship. A premise of the model is that individuals can develop leadership capacity, groups can develop their leadership process, and communities can develop their capacity to engage groups and individuals in community goals. Although the book is approached to help the individual reader explore personal leadership capacity as an individual, in groups, and within communities, readers are encouraged to explore how groups and communities share leadership and how their process can be more intentional and effective.

The Ensemble

The SCM was developed by a team of leadership educators and scholars who have worked extensively with college students. As described further in the foreword and in Chapter 1, the project was funded by an Eisenhower Grant from the U.S. Office of Education in 1993-1996. The team realized early in the process that, similar to a good jazz ensemble, every member's contributions was essential, energy could flow among members of the group, and the whole was greater than the sum of its parts. This team named themselves the working ensemble to reinforce the value of the whole.

The ensemble was concerned that college students needed to value collective action for social change and to learn to work with others in socially responsible ways. The ensemble was further concerned that old paradigms of leadership emphasized only the role of the positional leader and not the relational, collaborative process of leadership among participants. Grounded in the belief that leadership capacity can be developed by anyone, the ensemble developed this values-based model that focused on how individuals can work effectively with others toward shared social concerns.

The model developed during a two-year process, including a weekend retreat with leadership educators and students from a diverse range of colleges and universities.

The SCM Book Project

The primary publication of the ensemble was a guidebook (HERI, 1996) designed for the use of leadership educators. This guidebook is available from the National Clearinghouse for Leadership Programs (NCLP; www.nclp.umd.edu). The guidebook was often used as a textbook for students, but it needed to be updated and reframed for undergraduate college students who might be studying leadership and seeking to develop their own effective leadership perspective and practices. Subsequently, professor Susan R. Komives, a member of the original ensemble and scholarship editor for the National Clearinghouse for Leadership Programs, challenged her graduate class of leadership educators in the College Student Personnel Program at the University of Maryland to research what college students needed to learn about leadership and to design and write a book that could be used as a text to teach about the Social Change Model. Leadership educator and former coordinator of the NCLP Wendy Wagner joined Komives to write and edit the first edition of this book, which was widely used in academic leadership courses and in cocurricular leadership programs.

Most of the original authors returned to update their chapters for this second edition joined by three original members of the ensemble, Alexander W. Astin writing the foreword, and Dennis C. Roberts and Marguerite Bonous-Hammarth authoring chapters. Sherry Early, former chair of the NASPA Student Leadership Knowledge Community, also joined the project. Social Change Model Leadership educators in Susan R. Komives's last class before her Maryland retirement developed rubrics for each of the Seven Cs in the SCM that are used in this second edition.

Kristan Cilente Skendall and Daniel Ostick led the development of a facilitator's guide for the SCM. Designed as an instructor's companion to this book, it is also intended to be used by leadership educators using the SCM in cocurricular and other settings. It is available from Jossey-Bass Publishers.

Purpose of the SCM Book

Nearly every college or university acknowledges that its graduates can, will, and, indeed, must be active leaders in their professions, their communities, and their world. Colleges expect their graduates to make this a better world. College students consistently affirm that they want their lives to matter and to make a difference (Komives, Lucas, & McMahon, 2013). College seniors seek jobs in which they can do well and do good (Levine & Cureton, 1998).

This book is a call to action and a framework for developing your capacity to work with other people as you engage in leadership to address shared purposes. The book encourages raising awareness of social issues that need attention and ways of being with each other that promote effectively addressing those issues.

Alexander Astin (2001), co-facilitator of the ensemble who developed the SCM and author of the foreword to this edition, observes that

American higher education has traditionally defined a "student leader" either as someone who occupies a formal student office (e.g., student body vice-president or editor of the student paper) or as someone who has achieved visibility on the campus by virtue of athletic or some other form of achievement. This rather narrow approach not only relegates most students to the role of "non-leader," but also creates an implicit "leader-follower" hierarchy, which, in the minds of most students, greatly limits their notions of who can or should "lead." The great power of the non-hierarchical approach to student leadership that characterizes this book is that it expands the number of potential "student leaders" to include virtually all students, while simultaneously transforming the process by means of which leadership is exercised on campus. (p. x)

In this book, the term leader is used without regard to a specific role in a group-whether as a positional leader or a participant engaging in the leadership process as a group member. We believe-and research supports-that leadership can be learned and that the capacity to engage in leadership with others can be developed (Dugan & Komives, 2007). This journey into deeper leadership is facilitated by action (practicing leadership...