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dc.contributor.authorLópez González, Jorge
dc.contributor.authorFernández Espinosa, Verónica
dc.contributor.authorOrtiz de Montellano, Salvador
dc.date.accessioned2023-08-29T06:55:38Z
dc.date.available2023-08-29T06:55:38Z
dc.date.issued2023
dc.identifier.issn0305-7240spa
dc.identifier.urihttps://hdl.handle.net/10641/3424
dc.description.abstractThis article presents a theoretical justification and a proposal that seeks to educate university students in leadership through virtues and personal competencies. A distinction is offered between virtues and competencies without opposing them. Subsequently, a leadership education model based on virtues and personal competencies is offered. This proposal applies the Aristotelian-Thomistic tradition of education in virtues considering the contributions of psychology and leadership theory. The leadership model includes eight competencies linked to the cardinal virtues, which are grouped into three domains: understanding reality, relating to others and dedication to the task. Finally, some guidelines for the further development of assessment instruments and for leadership education of university students are offered.spa
dc.language.isoengspa
dc.publisherJournal of Moral Educationspa
dc.rightsAtribución-NoComercial-SinDerivadas 3.0 España*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/es/*
dc.subjectVirtuespa
dc.subjectCharacter educationspa
dc.subjectCompetenciesspa
dc.subjectLeadership educationspa
dc.subjectUniversity studentsspa
dc.titleA virtue-based model of leadership education.spa
dc.typearticlespa
dc.description.versionpost-printspa
dc.rights.accessRightsopenAccessspa
dc.description.extent830 KBspa
dc.identifier.doi10.1080/03057240.2023.2218058spa
dc.relation.publisherversionhttps://www.tandfonline.com/doi/full/10.1080/03057240.2023.2218058spa


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Atribución-NoComercial-SinDerivadas 3.0 España
Except where otherwise noted, this item's license is described as Atribución-NoComercial-SinDerivadas 3.0 España