Co-Curricular Leadership Education: Considering Critical Questions

This study examined the associations between undergraduate students' socioeconomic background (i.e., first-generation status and household income) and their participation as positional leaders at six large, public research universities. Results from logistic regressions predicting positional leadership in student organizations suggested that first-generation students and students from low-income backgrounds were significantly less likely to participate in positional leadership positions controlling for demographic, environmental, and leadership interest variables.

Section: Recommendationsmentioning

confidence: 99%

Leadership for Whom? Socioeconomic Factors Predicting Undergraduate Students’ Positional Leadership Participation

Soria¹,

Hussein²,

Vue³

2014

“…Some efforts have been made to do so (Faris & Outcalt, 2001), but many existing models of leadership development were created within the context of work organizations, and therefore have limited applicability to students in a higher education setting because these models emphasize employee-employer relations within a corporate environment (Komives et al, 2007;Shankman & Allen, 2008). Students require a model more appropriate to their context and priorities (Fincher & Shalka, 2009). The Social Change Model (SCM) of Leadership Development (Astin, 1996) was designed for this purpose.…”

Section: The Face Of Modern Leadershipmentioning

confidence: 99%

The Durable Effects of Short-Term Programs on Student Leadership Development

Rosch¹,

Caza²

2012

Research involving students (N=612) at a large, research-extensive university who participated in voluntary short-term leadership programs showed an increase in leadership capacity, even when measured three months later. A popular assessment tool, the Socially Responsible Leadership Scale (SRLS), was used. Not all leadership competency scores showed significant increase after training, which may indicate that some leadership capacities may be more amenable than others to development through short-term programs. However, most competency scores displayed stronger relationships with each other after training, suggesting that training fostered a more integrated understanding of leadership. In addition, the analysis suggested the need for further study of the SRLS.

“…As noted by Fincher and Shalka (2009) in their discussion of co-curricular leadership education, the "strain on human and monetary resources creates the need for prioritizing what is important and how to reach the greatest number of students with the available resources" (p. 229). When creating activities for leadership development, educators may naturally turn to formal activities such as workshops and retreats as a way of bolstering students' growth and development in a short amount of time.…”

Section: Literature Reviewmentioning

confidence: 99%

Informal Learning in Academic Student Organizations: An Exploratory Examination of Student-Faculty Interactions and the Relationship to Leadership

Holzweiss¹,

Parrot²,

Cole³

2013

This exploratory study examined informal learning opportunities that exist within student organizations. The researchers specifically isolated academic organizations and the interactions between students and faculty that may occur in this context. Findings indicate that 81% of participants experienced interactions with faculty within the context of their academic organizations and students who hold leadership positions are more likely to experience interactions with faculty compared to general members. The results suggest that informal learning opportunities do exist and can be identified by using the Informal and Incidental Learning Model (Marsick & Watkins, 2001). By identifying these opportunities leadership educators can design purposeful activities within student organizations to better promote development and growth.