Social Change Model of Leadership

As stated in the University mission, Salve Regina prepares students to live responsible lives by imparting and expanding knowledge, developing skills and cultivating enduring values. It also encourages students to work for a world that is harmonious, just and merciful. The Social Change Model of Leadership Development assists students in embodying the University mission.

Using the University mission and the social change model as its base, the Navigator Leadership Development Program is designed for students to develop as leaders through social responsibility at the individual, group and societal levels. The model consists of core values that transform individuals into agents of change. The program is designed to incorporate these core values in a developmental way over the course of four years at Salve Regina.

The Social Change Model of Leadership Development was developed by the Higher Education Research Institute, an interdisciplinary center housed at the University of California, Los Angeles.

Values of the Social Change Model

First Year

In the first year, students focus on the individual level, which consists of:

  • Consciousness of self: Having the ability to gain awareness of one’s current beliefs and values while simultaneously continuing to develop beliefs and values. Knowing oneself is foundational in any leadership experience.
  • Congruence: Making a concerted effort to align one’s values with their actions. Consistency and authenticity are respected qualities in a leader.
  • Commitment: Being involved in the community in a way that demonstrates passion, energy and contribution. Positive social change cannot take place if there is no follow-through on ideas.

Second Year

In the second year, students focus on the group level, which consists of:

  • Collaboration: Working with others on a shared goal by capitalizing on the individualities of different members of a group. By incorporating the unique perspectives of a diverse group of people, new ideas and solutions can be created.
  • Common purpose: Possessing a shared responsibility and accountability for a collective aim. A group with a common purpose should work together in order to be effective. 
  • Controversy with civility: Consists of the ability to engage in open and civil discourse. Engaging in discourse with civility both gives and receives respect.

Third Year

In the third year, students focus on the societal level, which consists of:

  • Citizenship: Being an active participant of one’s community in a responsible way. Good citizenship entails having a concern for the wellbeing and rights of those in a given community, and then acting to help better the community.

Fourth Year

In the fourth year, students focus on the global level, which consists of:

  • Creating change: Students refine the skills needed to affect change in any level of society, including on a global scale. In order to impact a community in a positive and effective way, one must develop and possess the needed skills.