Peer education in student leadership programs: Responding to co‐curricular challenges

Haber, Paige

doi:10.1002/ss.385

Cited by 16 publications

(18 citation statements)

References 4 publications

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“…They have found out that in general, the impact of both was positive, with the latter being more significant even though extensive off-campus work simultaneously undercut the effect of co-curricular involvement on leadership. Finally, a significantly higher level of leadership skills among students involved in cocurricular activities on all scales of the SLOI seems quite logical and consistent with findings of other studies (Foreman & Retallick, 2013;Haber, 2011;Hall, Forrester, & Borsz, 2008), revealing such positive outcomes of co-curricular participation for students' leadership capacities as development of attitudes, values, and aspirations, personal empowerment and growth, collaboration, educational development.…”

Section: Discussionsupporting

confidence: 89%

Exploring the Leadership Skills of Pre-Service Social Work Students: Implications for Social Work Education

Horishna

Slozanska

Soroka

et al. 2019

PEC

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The importance of leadership is discussed widely in the social work literature. However, little is known about the leadership skills of social work students and factors affecting their development in the environment specific to higher educational institutions (HEIs). This research aimed to find out what skills pre-service social work students had related to leadership and to determine if significant differences existed in terms of such predictor variables as level and form of study, employment status, and involvement in co-curricular activities. The research employed the quantitative approach based on a descriptive cross-sectional survey involving a sample of 158 social work students from three Ukrainian universities. The research group consisted of 88% female and 12% male respondents, aged between 19 and 31. Data were obtained through the Student Leadership Outcomes Inventory, which contained 60 items measuring skills on 8 scales: (a) self-management, (b) interpersonal communication, (c) problem-solving and decision-making, (e) cognitive development and critical analysis, (f) organization and planning, (g) self-confidence, (h) diversity awareness, and (h) technology which served as outcome variables. All items were rated along a 5-point Likert scale, from poor (1) to excellent (5). The results of the research revealed lower than average levels of leadership skills and existing significant differences by outcome variables for the sample population. The findings suggest the need to strengthen the leadership skills of social work students through the implementation of formal and informal developmental activities and recognition of leadership participation within the social work curriculum. Keywords: descriptive cross-sectional survey, leadership development, leadership skills, pre-service social work students, social work.

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Section: Discussionsupporting

confidence: 89%

Exploring the Leadership Skills of Pre-Service Social Work Students: Implications for Social Work Education

Horishna

Slozanska

Soroka

et al. 2019

PEC

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“…Though less common, peer teaching and peer mentoring programs have potential as leadership practice fields that merge instruction, experience, and reflection in a recursive cycle of learning. Less studied than larger, campus-wide leadership development programs, peer mentor roles have received some attention by scholars over the last decade (Colvin & Ashman, 2010;Ender & Newton, 2010;Haber, 2011;Harmon, 2006;Johnson, 2009;North-Samardzic & Cohen, 2016;Walters & Kanak, 2016…”

Section: Review Of Scholarshipmentioning

confidence: 99%

“…Over the last two decades, cultivating students' capacity for future leadership has become central to the mission of higher education, resulting in a proliferation of leadership development opportunities both in and out of the classroom (Haber, 2011;Osteen & Coburn, 2012;Rosch & Schwartz, 2009). Peer leadership programs have become especially popular, given their perceived efficacy for developing leadership skills.…”

Section: Introductionmentioning

confidence: 99%

THE LEADERSHIP LABORATORY: A leadership practice field involving peer mentors in a first-year, project-based class

Watkins¹

2020

Journal of Leadership Education

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Scholars of leadership education have recently called for more "practice fields" that combine leadership experience with deliberate instruction, reflection, and feedback. The value of experience and reflection toward leadership development is widely espoused; yet, few studies assess best practices for their integration within leadership education. Through an assessment of a curricular-based peer mentor program, this article offers a potential model for a successful leadership practice field. Based on an analysis of student feedback, several features of the program are noted for their correlation with leadership learning and developmental gains.

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“…It includes educational activities, research and extracurricular activities, creativity, organizational activities, etc. Being engaged in social aspects of university life and taking part in various organizational activities, students have an opportunity to advance their personal development (Huang and Chang, 2004).In this research, the organizational activity of students is considered in the most effective way of promoting individuals to the leading positions and forming the necessary leadership qualities for this (Haber, 2011). Participation of students in different organizational activities helps form and develop the system of leadership qualities and leadership skills for the majority of students, including those whose leadership qualities are not sufficiently formed.…”

Section: Procedures Of Implementationmentioning

confidence: 99%

Leadership in the University Student Environment: How to Become a Person-Oriented Leader

Zorina¹,

Yarullina²,

Akhmetova³

et al. 2018

INT J INSTRUCTION

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Currently there is a vital need to teach youth to demonstrate leadership skills as well as to work in the competitive market environment. This article is devoted to the problem of leadership training among university students. The sample included 474 students of Kazan Federal University. The project was based on the use of person-oriented interaction between the university tutors and students to help young people overcome the barriers to develop leadership qualities while being engaged in the organizational activities. In the first phase, the participants' levels of leadership qualities, organizational inclination, and communication skills were determined. The experimental stage was aimed at teaching student organizers create a positive atmosphere in the group being guided by the principles of personoriented interaction between a leader and his followers. The experiment has demonstrated that collaboration of people with a high level of leadership qualities and those ones with a low level of leadership qualities do not give positive results. Collaboration with the university tutors gave support to the student participants and helped them develop the traits of a leader.

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Peer education in student leadership programs: Responding to co‐curricular challenges

Abstract: The use of peer educators is standard in many student leadership development programs. This chapter includes an overview of leadership theory, leadership research, and considerations for designing curricular and co‐curricular peer leadership programs.

Cited by 16 publications

References 4 publications

Exploring the Leadership Skills of Pre-Service Social Work Students: Implications for Social Work Education

Exploring the Leadership Skills of Pre-Service Social Work Students: Implications for Social Work Education

THE LEADERSHIP LABORATORY: A leadership practice field involving peer mentors in a first-year, project-based class

Leadership in the University Student Environment: How to Become a Person-Oriented Leader

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