Employing Students as Support Staff in Higher Education: Opportunities, Challenges, and Recommendations from Careers Professionals

Fuglsang, S; Pedersen, Kristin Warr; Skalicky, Jane; Preston, Julie

doi:10.1007/978-981-10-1607-3_22-2

Cited by 1 publication

(1 citation statement)

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“…There is also an increasing trend to purposefully encourage students to explicitly reflect upon and evidence the accrued benefits of involvement in such programs; and PASS in Australasia is one example of a program where this reflection and evidencing is being incorporated into the training and ongoing professional development of the peer leaders. Fuglsang et al (2018), in their chapter on employing students in higher education, highlight both the need for, and benefit of, incorporating such purposeful reflection and evidencing of students' learnings and broader skill and capability development through their co-curricular on-campus employment opportunities.…”

Section: Introductionmentioning

confidence: 99%

“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: Introductionmentioning

confidence: 99%