The Impact of Employment-Sponsored Leadership Programming on College Student Success ASHLEE TALBOT RESEARCH IN STUDENT AFFAIRS APRIL 2015
Aug 15, 2015
The Impact of Employment-Sponsored Leadership Programming on College Student SuccessASHLEE TALBOT
RESEARCH IN STUDENT AFFAIRS
APRIL 2015
What is Leadership? LEADERSHIP in this study is defined as an individual’s ability
to make appropriate decisions and engage in socially responsible activities for the accomplishment of a specific goal.
In this sense, the concern is largely on the leadership capacity of an individual, rather than a focus on leadership in a group setting.
Why is leadership important? Character DevelopmentResponsibilityAutonomy
What is the problem? Currently, there is minimal research relative to the
relationship between professional development (leadership) programming offed by an institution and the impact of such programs on a student’s academic success.
The purpose of this study is to contribute to current research by examining the extent to which professional development programs impact college student success in the classroom and ultimately their experience at and commitment to their institution.
Why is it important to study this topic? The significance of this research is that it will identify
best practices for institutions to utilize when designing professional development programs for student employees and enable institutions to ensure that such programs contribute to a student’s work and academic success
Why is it important to study this topic? University of Minnesota: Student Employment Leadership Program (SLEP)
Employee workshops Required attendance, resume review, and LinkedIn profile Certificate of Accomplishment, attendance at “SELPies” Recognition Event
University of Texas at Austin: Student Employment Excellence Development (SEED) Employee workshops Offered by Human Resources Student Employee Excellence certification, congratulatory letter National Student Employee Appreciation Week Recognition
Merrimack College: Leadership Institutes Not specifically for student employees Six week leadership institute Certificate of Recognition given at Leadership Banquet
Relevant Literature: Source Types
Scholarly Articles The Review of Higher
Education Journal of College Student
Development Journal of Diversity in Higher
Education New Directions for Student
Services Journal of Education and Work Journal of Student Financial Aid The Journal of Leadership
Studies
Credible Websites Association of College Unions
International (ACUI) Leadership Programing
Merrimack CollegeSalem State UniversityUniversity of Texas at AustinUniversity of Missouri
Relevant Literature: Two Emerging Topics:
Focus on impact of educational leadership development programs (Shen et al., 1999; Campbell, Smith, Dugan, & Komives, 2012)
Effect on-campus employment has on a student’s leadership ability (Huie, Winsler, & Kitsantas, 2012; Salisbury et al., 2012).
Multiple studies have confirmed the positive impact of leadership development sessions, though the results tend to vary by age, gender and academic year (Huie, et al., 2013; Shen et al, 1999; Martinez et al, 2012).
There exists a gap in the literature regarding how participation in leadership programing sponsored by a student’s employer directly relates to a student’s success in the classroom.
Implications for Practice: Session format Presenter (Mentor Relationships)
Students, Staff, Faculty
Specific and measurable learning outcomes Leadership and social independence
There is a greater need for development in students who are employed while in college due to the multiple social, academic, and employment responsibilities in which they must manage their time.
Proposed Study and Methodology
Mixed methods – Quantitative and Qualitative Quantitative – Assessing WHAT educational/work habits currently
exist Pre/Post Survey Individual Session Survey
Qualitative – Assessing WHY certain educational/work habits exist Diverse Focus Group
Final Thoughts:
Why should institutions do? Have an understanding of the demographics and
unique characteristics of their student body Recognize that students are diverse learners and thus
utilize diverse programmingCreate leadership programming with specific and
measurable outcomes relative to academic and work success