To Pay or Not to Pay: The Influence of Compensation as an External Reward on Learning Outcomes of Peer Leaders

Social class barriers to traditional student leader roles

“…As Kevyanna's story highlighted, students who participate in these activities are often unable to acquire additional positions due to the roles’ demands (Ardoin & martinez, 2019). This includes barriers related to time, costs associated with training courses, emotional demands that may be placed on the student without proper support (Schaller & Wagner, 2007; Young & Keup, 2018), and sometimes, expenses related to attire. This is particularly relevant for SGA roles that often require professional dress.…”

“…Within leadership learning, educators often rely on the familiar adage, “if you build it, they will come,” which assumes students have the time, access, and financial resources to participate (Young & Keup, 2018). Framing leadership learning through the community cultural wealth model opens up possibilities to co‐create learning based on strengths and lived experiences of poor and working‐class students.…”

“…This could also involve examining campaign spending limits and professional wardrobe allowances for SGA positions. Such revisions to policies and practices could be utilized to alleviate financial concerns often associated with the demands of elected positions (Powers, 2009; Young & Kuep, 2018).…”

An international snapshot of peer leadership in higher education

“…Peer leadership (PL) programs, in particular, afford student peers valuable opportunities for personal and professional development and for building skills in work-readiness and civic engagement (Astin, 1993;Ender & Kay, 2001;Shook & Keup, 2012;Skalicky & Caney, 2010). Student engagement in PL is also recognized as facilitating students' social, interpersonal and emotional development and enhancing their intercultural awareness (Cuseo, 2010a;Ender & Kay, 2001;Shook & Keup, 2012;Young & Keup, 2018). Moreover, the benefits of PL may extend to the broader communities, employers and organizations that students are or will be involved in, both during their studies as well as in their future careers (Newton & Ender, 2010;Skipper & Keup, 2017).…”

A Bibliometric Review on Outcome-Based Learning for Graduate Employability: Mapping the Research Front

“…A growing body of literature exists on outcome-based learning and graduate employability (Arkoudis & Doughney, 2016; Henderson & Trede, 2017; Jorre de St Jorre & Oliver, 2018; Lloyd & Griffiths, 2008; Peng, 2019; Smith & Worsfold, 2015; Sweetman et al, 2014; Tucker et al, 2018; Warraich & Ameen, 2010; Whelan, 2017; Young & Keup, 2018). A major part of outcome-based learning for employability literature has examined work integrated learning in the light of graduate employability.…”