Abstract

The objectives of this research were: 1) to explore the existing situations, desirable situations, and the needs to strengthen team leadership of undergraduate students in comprehensive arts universities in China; and 2) to develop a program to strengthen team leadership of undergraduate students in comprehensive arts universities in China. A multi-phase mixed methods research approach was employed, divided into two phases. Phase 1 explored the existing situations, desirable situations, and priority needs. The population consisted of 61,930 undergraduate students from eight comprehensive arts universities in China, and the sample comprised 382 students selected through proportionate stratified random sampling by university. The research instrument was a five-point rating-scale questionnaire with Index of Congruence values ranging from 0.60 to 1.00 and reliability coefficients of 0.944 for the existing situations and 0.941 for the desirable situations. Phase 2 developed the program. Informants were five key personnel with relevant practical experience and seven experts who reviewed and evaluated the program. Research instruments were a Semi-Structured Interview Form and a Program Evaluation Form. Quantitative data were analyzed using mean, standard deviation, and the Modified Priority Needs Index. Interview responses were compared and synthesized by interview question and component, while expert-review suggestions were grouped by program component. The research results were: 1) the existing situation was at a Moderate level overall, whereas the desirable situation was at a High level overall. The priority needs were ranked from high to low as Empowerment, Collaboration, Goal Setting, and Team Development; and 2) the developed program comprised six components: rationale, program objectives, content, development methods and activities, media and resources, and measurement and evaluation. The content consisted of four modules: Goal Setting, Empowerment, Collaboration, and Team Development. Development methods and activities were organized in two stages: an intensive workshop and project-based practice. The revised program was evaluated at a Very High level in propriety, feasibility, and utility.

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