Student Engagement and Social Change: Collective Leadership Development in South African Higher Education

Garton, Paul; Wawrzynski, Matthew R.

doi:10.1353/csd.2021.0006

Cited by 8 publications

(7 citation statements)

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“…Moreover, they cited societal problems, such as the racial segregation and poverty in townships and environmental degradation, as motivations for becoming involved in community engagement. Furthermore, this finding linked to motivations supports previous literature that explored the value of co-curricular involvement in developing a commitment to social change (Harrop-Allin, 2017;Garton & Wawrzynski, 2021).…”

Section: Community Engagementsupporting

confidence: 86%

“…However, other scholars (Harper & Quaye, 2015;Jama et al, 2008) note this concept is more applicable to traditional students and less so for underserved populations. Because of the non-traditional nature of many students in South Africa (Garton & Wawrzynski, 2021;Jama et al, 2008), a more culturally relevant framework warrants exploration.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…Over the last decade, universities in South Africa have focused greater attention on student engagement and co-curricular learning to increase retention rates and encourage learning beyond the classroom. Generally, much of this focus remains on academic student engagement using the South Africa Survey of Student Engagement (SASSE) (Schreiber & Yu, 2016;Strydom et al 2017;Strydom & Mentz, 2010), with a growing body of work exploring the experiences and perceptions of students and co-curricular learning in South Africa (Garton & Wawrzynski, 2021;Naik & Wawrzynski, 2018;Wawrzynski et al, 2012;Wawrzynski & Naik, 2021).…”

Section: Introductionmentioning

confidence: 99%

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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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Section: Community Engagementsupporting

confidence: 86%

Section: Conceptual Frameworkmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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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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“…Although learning for student leadership has been widely investigated in the literature (Garton and Wawrzynski, 2021; Lopes and Carreira, 2020; Skalicky et al. , 2020; Shalka et al.…”

Section: Literature Reviewmentioning

confidence: 99%

The role of AACSB accreditation in students' leadership motivation and students' citizenship motivation: business education perspective

Shraah

Abu-Rumman²,

Alqhaiwi³

et al. 2022

JARHE

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PurposeThe main purpose of this study is to examine the role of Association to Advance Collegiate Schools of Business (AACSB) accreditation in business education students' leadership motivation and citizenship motivation.Design/methodology/approachThis study followed a quantitative approach: a conceptual model was developed based on an extensive review of the related literature; a questionnaire-based survey was conducted through an online link sent to faculty members and heads of business schools across Jordan which has AACSB accreditation. In total, 307 questionnaire surveys were completed and used in the statistical analysis. The two-stage approach of structural equation modeling (SEM) was employed to analyze and interpret the data and used to validate the conceptual model of this research.FindingsThe findings through SEM indicate all five latent constructs of organizational effectiveness have a significant and positive impact on business student citizenship motivation (SCM), whereas for the student leadership motivation (SLM), only student career development (SCD) has an insignificant impact.Research limitations/implicationsSome limitations are associated with the quantitative methods of data analysis, missing demographic details of some respondents, and non-observation of response bias. The study model only includes five latent constructs of organizational effectiveness, which are appropriate to the study population and environment.Originality/valueThis research offers a substantial contribution to the unexplored area of the organizational effectiveness of accreditation and its impact on the student leadership and citizenship, specifically in the context of Jordan. Moreover, as there are few AACSB studies in the Middle East, this research goes some way to address this shortage.

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“…A review of the extant literature suggests that while little studies have been done on the relationship between hope and engagement in the context of higher education (Chen et al , 2020; Gallagher et al , 2017), research probing students' engagement from Sub-Saharan African higher education context is underrepresented (Azila-Gbettor and Abiemo, 2020; Ansong et al , 2017). Evidence from the existing literature suggest majority of studies on SE in Sub-Saharan Africa is undertaken in South Africa (Garton and Wawrzynski, 2021; Schreiber and Yu, 2016; Strydom et al , 2010; Wawrzynski et al , 2012; van Zyl and Fourie-Malherbe, 2021; Zimba et al , 2021). In the context of Ghana, in the exception of studies of Azila-Gbettor and Abiemo (2020), Azila-Gbettor et al (2021) and Ansong et al (2017) that examined students' study engagement and emotional and behavioral engagement, respectively, little attention has been focused on cognitive, emotional and behavioral dimensions of SE and other types of engagement such as intellectual, peer engagement and student-staff engagement.…”

Section: Introductionmentioning

confidence: 99%

Predicting students' engagement from hope and mindfulness

Azila-Gbettor¹,

Mensah²,

Atatsi³

et al. 2021

JARHE

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PurposeThe study examines a mediated mechanism for enhancing students' engagement i.e. peer, intellectual and academic engagement within a higher education setup via the interaction of hope and mindfulness.Design/methodology/approachData were conveniently collected using self-reported questionnaires from a sample of 542 students. PLSc-SEM was used to test the stated hypotheses.FindingsResults from the analysis showed hope and mindfulness positively predict student academic, peer and intellectual engagements. Furthermore, mindfulness positively mediates the effect of hope on academic, peer and intellectual engagements.Practical implicationsThis study demonstrates that management of higher institutions must develop effective and efficient policies targeted at enhancing students' hope and mindful awareness.Originality/valueThis paper is the first to examine a model involving mindfulness, hope and peer, intellectual and academic engagement.

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Student Engagement and Social Change: Collective Leadership Development in South African Higher Education

Cited by 8 publications

References 0 publications

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

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

The role of AACSB accreditation in students' leadership motivation and students' citizenship motivation: business education perspective

Predicting students' engagement from hope and mindfulness

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