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Similaire à The Impact of Employee-Sponsored Leadership Development Programming on College Student Success
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The Impact of Employee-Sponsored Leadership Development Programming on College Student Success
- 1. The Impact of Employment-Sponsored Leadership Programming on College Student Success ASHLEE TALBOT RESEARCH IN STUDENT AFFAIRS APRIL 2015
- 2. 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 Development Responsibility Autonomy
- 3. 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.
- 4. 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
- 5. 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
- 6. 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 College Salem State University University of Texas at Austin University of Missouri
- 7. 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.
- 8. 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.
- 9. 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
- 10. 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 programming Create leadership programming with specific and measurable outcomes relative to academic and work success
- 11. Fin.
Notes de l'éditeur
- Martinez, Bilges, Shabazz, Miller & Morote (2012) Kulm and Cramer (2006) Perna (2010)
- Institutions put a lot of time and effort into their programs
- University of Minnesota “geared towards the professional development of student employees and provides opportunities to intentionally promote student’s growth in respect the University’s Student Development Outcomes (“SLEP,” n.d.). Outcomes include Independence and Interdependence, Goal Orientation, Self-Awareness, Resilience, Appreciation of Differences, and Tolerance of Ambiguity (“Student Development Outcomes,” n.d.). Students are to attend four SELP workshops, submit their resume to the career center, and create an online professional profile using LinkedIn. Following the completion of these requirements, student employees will receive a certificate of accomplishment and both they and their supervisor will be invited to attend a recognition event known as the “SELPies” (“SELP,” n.d.). UT Austin - SEED “provide [students] with opportunities to enhance [their] skill set, knowledge base, and leadership potential so [they] can excel in the student workforce and in [their] future career.” (“Student Employee Excellence Development (SEED)”, n.d.). Students involved in this program attend on-hour workshops on numerous topics related to employment and a work/life balance. Session topics include “Transferable Skills,” “Moving Through Conflict,” “Ethical Leadership/Ethical Decision Making,” among numerous others. (“Student Employee Excellence Development (SEED)”, n.d.). Student Employee Excellence Certification, a congratulatory letter from the Associate Vice-President of Human Resources, and recognition during National Student Employee Appreciation Week. (“Student Employee Excellence Development (SEED)”, n.d.). Merrimack College Not specifically for Student Employees Six week leadership institute designed to “assist students with becoming effective leaders in organizations on campus and in the classroom” (“Student Leadership Development,” n.d.) In spring 2014 their program topics included Communication/Collaboration, Time Management, Ethics/Social Justice, Conflict Resolution, and Public Speaking/Image/Social Media. Upon completion of the program students were able to receive a certificate of recognition and invited to the end of year leadership banquet (“Leadership Institute Spring Brochure 2014,” 2014) Sessions are diverse and varied, there is no universal standard or guarantee of impact/success Who would benefit? The institution Program coordinators The student themselves
- Some researchers argue that the type of work a student performs (whether it be for school or off-campus) may have a larger effect on a student’s academics than the amount of hours worked (though hours do hold significance), dependent upon the requirements of the position (Salisbury et al. 2012). Other researchers suggest that both working and non-working students have an equal level of leadership ability (and thus academic competence) since both are exposed to leadership opportunities, albeit in different ways. While some students gain leadership skills through their extracurricular activities, others learn through specific opportunities provided by their workplace (such as being the head of a department or a store manager at an off-campus location, or participating in staff trainings provided by on-campus employers) (Huie et al, 2013; Shen et al, 1999, Martinez et al, 2012).
- Why chose these topics…