“I didn’t just want a degree”: Students’ perceptions about benefits from participation in student leadership programmes

Meer, Jacques van der; Skalicky, Jane; Speed, Harriet

doi:10.12806/v18/i1/r3

Cited by 12 publications

(19 citation statements)

References 42 publications

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“…The benefits of programs such as SI/PASS extend to the second- or third-year students who act as PASS leaders for the study sessions. There is a growing worldwide interest in the benefits of students’ extracurricular activity in leadership positions (Grande & Srinivas, 2001; Higher Education Research Institute, 1996; Keup, 2010; Komives, 2006; Skalicky & Caney, 2010; van der Meer, Skalicky, & Rogan, 2016).…”

Section: Discussionmentioning

confidence: 99%

Entry Characteristics and Participation in a Peer Learning Program as Predictors of First-Year Students’ Achievement, Retention, and Degree Completion

et al. 2017

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Success in the first year of higher education is important for students' retention beyond their first year and for completion of their undergraduate degree. Institutions therefore typically front-load resources and interventions in the first year. One such intervention is the Peer Assisted Study Sessions (PASS) program. This program is known in the United States as Supplemental Instruction. It provides first-year students with an opportunity to learn study skills in the context of a particular unit of study (course/module). In this article, we consider the relationship between students' prior academic achievement and participation in the PASS program, as well as the impact of participation on first-year students' first-year grade point average, retention, and degree completion. The findings suggest that PASS does not just attract academically high-achieving students and that participation in it contributes to students' academic achievement in their first year, retention beyond the first year, and completion of an undergraduate degree.

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Section: Discussionmentioning

confidence: 99%

Entry Characteristics and Participation in a Peer Learning Program as Predictors of First-Year Students’ Achievement, Retention, and Degree Completion

et al. 2017

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“…This can have positive benefits for students and help them personally, but also may develop a greater appreciation of student diversity in their institution and their sense of belonging. Research in Australia and New Zealand has proven that the benefits include meaningful interaction with peers, interaction with people from different backgrounds, understanding of people from different backgrounds, mean-Open Journal of Social Sciences ingful interaction with staff members, desire to stay at institution and graduate, and employability skills (van der Meer et al, 2019). An international comparative study including students from the US, Canada, the UK, South Africa, Australia and New Zealand related to the same research has showed that these results are similar in these different countries, and that connectedness and other wellbeing aspects are all connected (van der Meer et al, 2022).…”

Section: Supporting Extra-curricular Activitiesmentioning

confidence: 99%

The Importance of an Increased Focus on Developing the “Whole Student” during and beyond Their Time at Higher Education, with a Particular Focus on First-Year Student

Meer¹

2022

JSS

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This is a theoretical document for the consideration of how we can enhance overall students' academic and overall wellbeing. Because first-year students' transition into higher education is particularly important for their remaining time at higher education, and to diminish their risk of attrition after their first year, this group will be particularly focused on. However, a focus on the "whole student" is important for all their time at university in the whole world. Also, considering the recently enhanced legal educational requirements with regards to overall student wellbeing for New Zealand tertiary institutions, there is for them an even more clear rationale for NZ tertiary institutions to focus on this topic. This article is aimed at advocating for an increased focus on the whole student development, drawing on much of our research so far, as well as research from across the world.

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“…Studies have shown that leadership programming is a vital component to preparing leaders for the workplace (Simpson et al, 2012;van der Meer et al, 2019). Involvement in structured leadership programs has been found to positively influence non-academic outcomes for college students, such as collaboration, and citizenship (Dugan & Komives, 2007).…”

Section: Leadershipmentioning

confidence: 99%

“…Leadership experiences for college students have been linked to effectively enhancing community values, awareness or consciousness of self, and positive group values (Buschlen & Dvorak, 2011). Many leadership programs engage students in extra-and co-curricular experiences (van der Meer et al, 2019); this type of engagement has been demonstrated to contribute to positive learning outcomes (Pascarella & Terenzini, 2005). Although leadership programming has been documented to relate to positive collegiate outcomes, research specifically on FGCS and leadership variables was not found in the literature reviewed.…”

Section: Leadershipmentioning

confidence: 99%

“…Additionally, these perceptions of leadership, may have direct translation into leadership skills that employers are expecting of college graduates (APLU, 2009). Understanding these beliefs related to leadership experiences and development may benefit the overall campus climate and influence a sense of belonging (van der Meer et al, 2019). Students consistently report positive perceived benefits from leadership experiences on postsecondary campuses (van der Meer et al, 2019).…”

Section: Leadershipmentioning

confidence: 99%

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Describing College Success Indicators for First-Generation College Students in Colleges of Agriculture

Giorgi¹,

McDaniel²,

Whittington³

2022

JAE

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Earning a bachelor’s degree has been documented as a potential social equalizer in American society. Yet, it has also been documented that first-generation college students (FGCS) have incongruently accessed and earned college degrees. This phenomenon has potentially perpetuated life-long differences in social outcomes in American society. As research continues to explain the experiences of FGCS, little has been done to explore differences for FGCS by college major or affiliation. However, a small but growing body of researchers are examining the experiences and outcomes of college of agriculture and related sciences students, specifically those enrolled at land grant institutions. The researchers in this study sought to describe college success indicators including on-campus involvement, leadership, and sense of belonging by generational status, and college affiliation at a large, midwestern, public, research-intensive institution. Overall, it was found that no differences were reported by generational status or college affiliation for the investigated college success indicators. These findings are different than previous literature in that FGCS were not lesser than their peers. Consequently, these findings add to the understanding of FGCS college experiences insofar as college affiliation may be playing a mitigating role in disparities among FGCS.

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“I didn’t just want a degree”: Students’ perceptions about benefits from participation in student leadership programmes

Cited by 12 publications

References 42 publications

Entry Characteristics and Participation in a Peer Learning Program as Predictors of First-Year Students’ Achievement, Retention, and Degree Completion

Entry Characteristics and Participation in a Peer Learning Program as Predictors of First-Year Students’ Achievement, Retention, and Degree Completion

The Importance of an Increased Focus on Developing the “Whole Student” during and beyond Their Time at Higher Education, with a Particular Focus on First-Year Student

Describing College Success Indicators for First-Generation College Students in Colleges of Agriculture

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