International Survey of Peer Leadership (ISPL): An Emerging Snapshot of the Status of Peer Leadership in South Africa

Frade, Nelia; Tiroyabone, Gugu Wendy

doi:10.24085/jsaa.v5i2.2705

Cited by 6 publications

(16 citation statements)

References 12 publications

(22 reference statements)

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“…The findings regarding the lesser perceived benefits related to academic performance are not entirely surprising, given the competing demands of peer leadership roles and students' academic studies (Frade & Tiroyabone, 2017;Skipper & Keup, 2017). This finding was similar to both the US and South African results.…”

Section: Gathering Experiencessupporting

confidence: 73%

“I didn’t just want a degree”: Students’ perceptions about benefits from participation in student leadership programmes

Meer¹,

Skalicky²,

Speed³

2019

Journal of Leadership Education

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Increasingly, universities are involved in providing leadership development opportunities that support students' academic endeavours and their personal and professional development, including employability and citizenship skills. Leadership experiences are beneficial not only for students, but also for universities, the wider community, and future employers. To develop a greater understanding of students' perceived benefits of their involvement in peer leadership activities, a group of Australasian universities participated in a pilot survey based on the United States National Survey of Peer Leadership. Overall, the results suggest students believe they benefit from peer leadership experiences across a range of key outcomes areas, most prominently creative problem solving, appreciation of diversity, and a sense of belonging and contributing to the university community.

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Section: Gathering Experiencessupporting

confidence: 73%

“I didn’t just want a degree”: Students’ perceptions about benefits from participation in student leadership programmes

Meer¹,

Skalicky²,

Speed³

2019

Journal of Leadership Education

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show abstract

“…Student engagement in South Africa is therefore relational and dependent upon university support. One of the strategies universities utilize to foster engagement is to create spaces for peer-led experiences, such as co-curricular involvement through student societies (Frade & Tiroyabone, 2017). These societies serve as social learning spaces that institutionalise opportunities for relational interactions and experiences (Agherdien & Petersen, 2016).…”

Section: Co-curricular Involvementmentioning

confidence: 99%

Section: Co-curricular Involvementmentioning

confidence: 99%

“…Co-curricular involvement is related to desirable learning outcomes (Frade & Tiroyabone, 2017;Naik & Wawrzynski, 2018;Naik et al, 2017). Specifically, increases in academic achievement and academic skills like studying and time management are associated with co-curricular involvement (Frade & Tiroyabone, 2017;Makala, 2017;Wawrzynski et al, 2012). Beyond academia, career skills and employability (Frade & Tiroyabone, 2017;Koen & Ebrahim, 2013) and a commitment to social change (Harrop-Allin, 2017) are learning outcomes also related to co-curricular involvement.…”

Section: Co-curricular Involvementmentioning

confidence: 99%

“…Specifically, increases in academic achievement and academic skills like studying and time management are associated with co-curricular involvement (Frade & Tiroyabone, 2017;Makala, 2017;Wawrzynski et al, 2012). Beyond academia, career skills and employability (Frade & Tiroyabone, 2017;Koen & Ebrahim, 2013) and a commitment to social change (Harrop-Allin, 2017) are learning outcomes also related to co-curricular involvement. The relationship between the co-curriculum and learning is possibly due to out-of-classroom experiences disrupting students' implicit assumptions and changing their mental models of society (Koen & Ebrahim, 2013) all while providing peer relational support (Case, 2007).…”

Section: Co-curricular Involvementmentioning

confidence: 99%

See 2 more Smart Citations

Relational Student Engagement in Co-curricular Spaces: Evidence from a South African University

Garton

Wawrzynski

Lemon

et al. 2022

Journal for Students Affairs in Africa

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Student engagement is a widely researched and utilized concept to enhance student experiences and outcomes. Most research on student engagement, however, focuses on curricular engagement with relatively little emphasis placed on the co-curriculum. This study utilizes Case’s theory of relational engagement to analyse findings from three focus groups conducted at a university in South Africa to better understand how relational engagement is instantiated in the co curriculum and how the co-curriculum differs from the standard academic curriculum in terms of engagement. In particular, we show relational engagement is just as important in the co-curriculum, highlighting student relations to broader university life, to fellow students, and to communities beyond the campus.

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The Quality and Quantity of Participation in Peer Leader Experiences and Student Outcomes: A Cross-National Validation of Constructs and Predictive Model

Young,

Zeng,

Skalicky

et al. 2023

Res High Educ

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International Survey of Peer Leadership (ISPL): An Emerging Snapshot of the Status of Peer Leadership in South Africa

Abstract: The power and importance of peer influence in educational settings has been well documented (Cuseo,

Cited by 6 publications

References 12 publications

“I didn’t just want a degree”: Students’ perceptions about benefits from participation in student leadership programmes

“I didn’t just want a degree”: Students’ perceptions about benefits from participation in student leadership programmes

Relational Student Engagement in Co-curricular Spaces: Evidence from a South African University

The Quality and Quantity of Participation in Peer Leader Experiences and Student Outcomes: A Cross-National Validation of Constructs and Predictive Model

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