Promoting Learning, Career Readiness, and Leadership in Student Employment

Hansen, Sarah; Hoag, Beth A.

doi:10.1002/yd.20281

Cited by 17 publications

(8 citation statements)

References 5 publications

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“…Students who are employed on campus could receive paid leadership development opportunities, including participation in self‐awareness assessments or workshops (such as the StrengthsFinder assessment; Soria, Snyder, & Reinhard, 2015), training to work more effectively in teams and groups, or multicultural skills development. Programs like the University of Iowa (2020) Guided Reflection on Work (GROW) can also be utilized to help students connect their employment skills and knowledge to their academics (Hansen & Hoag, 2018). Such strategies can help to offset the imbalance in economic capital, social capital, and cultural capital often experienced by poor and working‐class students.…”

Section: Recommendations For Leadership Educators and Practitionersmentioning

confidence: 99%

The social class barriers to engagement in leadership experiences

Soria

2021

New Drctns Student Lead

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Section: Recommendations For Leadership Educators and Practitionersmentioning

confidence: 99%

The social class barriers to engagement in leadership experiences

Soria

2021

New Drctns Student Lead

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“…Students employed on campus report that working facilitated opportunities for leadership development, personal growth (Kuh, 1995), professional social skill development, time management and to connect with faculty (Cheng and Alcantara, 2007). Findings generally suggest that student employment needs to be intentional with learning goals and opportunities for self-reflection (Halper et al, 2020;Hansen and Hoag, 2018). One way in which college and university campuses have offered work experience, particularly for students who are interested in academic careers, is through teaching assistantships.…”

Section: Undergraduate Teaching Assistantshipsmentioning

confidence: 99%

Undergraduate teaching assistantships: exploring career readiness and relationality among Emirati students

Patka

Bukhash

Jogia

et al. 2021

HESWBL

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PurposeThe purpose of this study was to pilot an undergraduate teaching assistantship for Emirati students, an area of scholarship underexplored in the Middle East. The teaching assistantship was developed to better prepare students for the workforce, amidst the push for Emiratization.Design/methodology/approachOver the course of one semester, four undergraduate teaching assistants documented their experience through reflexive journals that were analysed using a reflexive thematic analysis.FindingsUndergraduate teaching assistants characterised their experience as providing professional development and learning to connect with student learners. Findings suggest that relationality may be an important factor in student engagement and learning.Practical implicationsUnderstanding the experience of undergraduate teaching assistants can help develop targeted opportunities to enhance career readiness. Exploring the role of relationality could be important in the training and development of the Emirati workforce and help address some of the gaps in skills. Understanding the way in which undergraduate teaching assistants perceive their teaching experience can also provide faculty with insight into their teaching practices.Originality/valueThis exploratory study shows that students are able to acquire skills that may be applied in a variety of work settings (e.g. balancing multiple responsibilities). However, undergraduate teaching assistants expressed wanting to connect with student learners; this may be more culturally rooted and is less explored within the Emirati context. Given the socio-cultural context of the United Arab Emirates (UAE), female Emiratis may benefit from work-type opportunities, which to the authors’ knowledge has not been explored previously.

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“…Hasil penelitian ini selaras dengan hasil penelitian Faizah & Indrawati (2017) yang menyimpulkan ada hubungan positif prestasi belajar yang diraih oleh peserta didik dengan kesiapan kerjanya. Hansen & Hoag (2018) berdasarkan hasil penelitiannya menyarankan kepada perguruan tinggi untuk menciptakan lingkungan belajar agar dapat meningkatkan prestasi belajar mahasiswa dan pada akhirnya berkontribusi pada keberhasilan mahasiswa, pengembangan kepemimpinan, dan kesiapan karier.…”

Section: Pengaruh Prestasi Belajar (X4) Terhadap Kesiapan Kerja Mahasiswa Ormawa (Y)unclassified

Pengaruh Gaya Kepemimpinan, Kemampuan Manajerial, Efikasi Diri, Dan Prestasi Belajar Terhadap Kesiapan Kerja Mahasiswa

Gunawan

Benty

Kusumaningrum

et al. 2019

JMSP

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The purpose of this study was to determine the effect of leadership style, managerial ability, self-efficacy, and learning achievement on work readiness of students of the Faculty of Education, State University of Malang. This study uses a quantitative approach. The design or design of this study is an ex-post-facto cross-sectional survey and is included in the descriptive-causality research type. The population of this research is all of the management of Ormawa Faculty of Education, State University of Malang. Based on the calculation of Krejcie and Morgan Table (1970), the total population was 269 students, taken as a sample of 158 students. The instrument used in this study was a questionnaire. Analysis of the data that will be used in this study are: (1) descriptive analysis; (2) regression analysis; and (3) path analysis. Based on the results of data analysis, this study concludes: (1) there is a significant influence of leadership style (X1) on students' work readiness (Y); (2) there is a significant influence of managerial ability (X2) on student work readiness of Ormawa (Y); (3) there is a significant effect of self-efficacy (X3) on student work readiness of Ormawa (Y); (4) there is a significant effect of learning achievement (X4) on student work readiness of Ormawa (Y); and (5) there is a significant influence of leadership style (X1), managerial ability (X2), selfefficacy (X3), and learning achievement (X4) on students' work readiness (Y).

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Promoting Learning, Career Readiness, and Leadership in Student Employment

Abstract: Creating a learning-centric environment for student employees enables work to contribute to student success, leadership development, and career readiness. Lessons from the IOWA GROW and Illinois Leadership Center programs are featured.

Cited by 17 publications

References 5 publications

The social class barriers to engagement in leadership experiences

The social class barriers to engagement in leadership experiences

Undergraduate teaching assistantships: exploring career readiness and relationality among Emirati students

Pengaruh Gaya Kepemimpinan, Kemampuan Manajerial, Efikasi Diri, Dan Prestasi Belajar Terhadap Kesiapan Kerja Mahasiswa

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