Leadership for the common good: Students’ self-assessment in a mexican university

Abstract

Although Leadership for the Common Good (LCG*) was initially conceptualized by Crosby and Bryson in 1992, this study examines and discusses the foundational aspects of LCG in light of a new theory, emphasizing qualities and dynamics related to the common good. This cross-sectional study utilized a validated and reliable LCG scale, administered to undergraduate students from the Technological University of Queretaro (UTEQ) in Mexico. The participants (N = 1569, Age = 20.9 SD ± 2.2) self-assessed their levels of LCG across eleven dimensions. The findings revealed positive self-reported perceptions among the participants but lower actual achievements, indicating a discrepancy between idealistic beliefs and realistic actions as measured by the scale. The results suggest that while participants possess desired qualities aligned with Mexican culture and family values, they may not necessarily translate these into concrete actions, particularly in terms of community participation and social involvement. As the COVID-19 pandemic is being controlled and a return to in-person classes is imminent, there is an urgent need to promote a more active and community-oriented approach to LCG.

Keywords

• Agency
• Prosocial behavior
• Actions for the common good
• Dimensions for leadership for the common good
• Cross-sectional study