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Background and Aims: The subject of leadership competencies is well-documented in the broader educational literature. Numerous studies underscore the importance of leadership competencies for university graduates, elucidating the significant impact these competencies have on career progression, personal growth, and the ability to contribute effectively to the organizational and societal context. This research aims to explore this underrepresented territory. This research endeavors to develop a comprehensive and robust model designed explicitly for building student leadership competencies in communication engineering. Methodology: In the evolving landscape of higher education, leadership competencies are increasingly recognized as vital for the professional success of graduates. This study sought to develop and validate a model specifically designed to enhance the leadership competencies of communication engineering students in universities located in Xiamen City, Fujian Province, China. Methodology: Employing a mixed-methods approach, the study encompassed a survey of 2003 students across five universities, with a substantial response rate yielding 831 questionnaires. The instruments used for data collection were a structured questionnaire and a Model Validation form. Data were analyzed using descriptive statistical methods, such as mean, frequency, percentage, and the PNIModified analytical tool. Results: Results indicated a moderate Mean PNIModified value of 0.363 across the leadership competencies evaluated. Competencies requiring immediate attention due to their higher-than-average PNIModified values included adaptability (0.541), conflict resolution (0.478), self-awareness and emotional intelligence (0.442), and communication (0.367). These areas were identified as the primary weaknesses in the student body’s leadership profiles. In contrast, competencies such as teamwork and collaboration (0.116), social responsibility (0.293), and commitment (0.307) were recognized as strengths, with PNIModified values below the mean. The study considered many factors impacting leadership development, including the learning environment, experiential and practical opportunities, self-reflective practices, educational support, and the cultivation of teamwork and interpersonal skills. The research also considered elements influencing leadership competencies, such as engagement in activities, pedagogical methods, learning settings, critical thinking exercises, professional mentorship, and assessment strategies. Following expert consultation and iterative refinement, the study proposes a model comprising four extracurricular initiatives to bolster the underdeveloped leadership competencies. This model aspires to serve as a strategic blueprint for nurturing leadership capacities within the communication engineering student demographic in Xiamen City, thereby equipping them with the skills essential for their future roles in the workforce. Conclusion: The study reveals a varied profile of leadership skills among Xiamen City communication engineering students, emphasizing the need to address immediate deficiencies in communication, self-awareness, conflict resolution, and adaptability. It seeks to improve these competencies by putting forth a customized model, guaranteeing that students are prepared for jobs in the workforce in the future.
Ming-ming et al. (Sun,) studied this question.