Learning to Lead: Perceptions of Undergraduate Leadership Minor Programs

Abstract

As leadership continues to be a targeted outcome of student learning within higher education, university faculty are left with the challenge of how to best teach and develop leadership in college students. Students are a key component of undergraduate leadership education; their motivations, learning goals, and understanding of their experiences in leadership programs. However, the research on undergraduate leadership programs from the students' perspectives is relatively scarce and limited in scope. To address this gap in the literature, we surveyed 130 current students and alumni of one leadership minor program and interviewed coordinators of seven other leadership minor programs. Our mixed methodology allowed us to capture unique insights regarding the perceived benefits and challenges of a leadership undergraduate minor.

Exploring Alumni Valuation of an Undergraduate Leadership Program

“…Leadership learning has been shown to transfer from leadership development training for working professionals into the work environment (Brue & Brue, 2016;Coloma et al, 2012;Patton et al, 2103), and some evidence exists that leadership learning can effectively transfer from a structured undergraduate leadership program into the workplace (Mitchell & Daugherty, 2019;Soesbe, 2012 learning displayed results in which students learned more about themselves or became more confident as leaders (Bond & Sterrett, 2014;Chesnut & Tran-Johnson, 2013;Eich, 2008;Soesbe, 2012). Alumni of an undergraduate leadership program at a liberal arts institution believed the strengths assessment and other similar assessments led to greater selfawareness and a better understanding of the way they lead others (Soesbe, 2012).…”

Leadership learning during a pandemic: reflections in a time of crisis

“…Student alumni's use of leadership language and the application of leadership expertise to daily experiences were discovered by Mitchell and Daugherty (2019). Furthermore, student graduates reported job advancement and greater marketability as a result of using their leadership knowledge and abilities throughout their professions (Mitchell & Daugherty, 2019). Beatty et al (2021b), similar to White and Guthrie (2016), found that reflection is an important part of developing self-awareness for undergraduate leadership learners.…”

“…Outcomes of leadership education, thus, extend beyond undergraduate studies. Student alumni’s use of leadership language and the application of leadership expertise to daily experiences were discovered by Mitchell and Daugherty (2019). Furthermore, student graduates reported job advancement and greater marketability as a result of using their leadership knowledge and abilities throughout their professions (Mitchell & Daugherty, 2019).…”

Maximizing the role of undergraduate teaching assistants (UTAs) to match signature pedagogies in leadership education

“…UTAs in a small group experience can positively affect a student’s ability to develop mental schemas through which new knowledge can be acquired (Kwok, Jian, & Vogel, 2002). Face-to-face interaction with peers is especially important in leadership education, as Mitchell and Daugherty’s (2019) perception study of students and alumni (N = 130) from an academic leadership minor program revealed that students felt, as leaders, they benefitted most in courses where they could interact with their peers in person.…”