The relative ubiquity of student leadership development programs in postsecondary education -supported at over 2,000 unique institutions globally -requires efforts to assess their outcomes commensurate with the investment made in them. This research study collected qualitative data from a group of 25 recently graduated undergraduate alumni who had participated in a broad range of formal leadership initiatives at a four-year public university. Our goal was to critically examine the degree to which they felt they developed leadership competencies necessary for their success in their current post-graduate professional roles. A common theme suggested that one of the most significant outcomes of participation was their capacity to develop an identity as a leader of their peers -gained from tearing down their pre-existing perceptions regarding what leadership entails and building a detailed and broader understanding. Several respondents identified the indirect benefit of participating with a diverse group of peers, especially regarding building working relationships across personal difference. Not all respondents, however, possessed positive experiences. Several failed to make connections from the "fun" curriculum to their professional responsibilities. Underrepresented students specifically experienced marginalization and challenges feeling included. We discuss the implications of these findings and suggestions for future improvement.
Co-curricular engagement in postsecondary education provides students with a breadth of opportunity for leadership-focused developmental experiences. However, few studies have qualitatively examined in detail how alumni describe years later how formal co-curricular involvement contributes to their development. Such lack of attention has resulted in what we describe as a "hidden leadership curriculum" embedded in co-curricular engagement. To address this gap in the literature, we explored the leadership experiences of 25 recent alumni who were engaged within various co-curricular organizations, and the leadership lessons relevant to their professional success that they report learning as a direct result of their involvement. Findings from this study reveal how the inherent organizational challenges embedded within co-curricular engagements lead students to develop a more interdependent, relational conception of effective leadership behaviors. These conceptualizations place value on collective group engagement and decision-making, and help students recognize group needs over individual desires. In addition, many participants reported acquiring the value of generativity -building a leadership pipeline -within their respective co-curricular organizations. We discuss practical implications, such as the central role of challenging experiences within the co-curriculum, and suggest future research recommendations.
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