Using Involvement Theory to Examine the Relationship between Undergraduate Participation in Extracurricular Activities and Leadership Development

Foreman, Elizabeth; Retallick, Michael S.

doi:10.12806/v12/i2/r4

Cited by 16 publications

(22 citation statements)

References 19 publications

(38 reference statements)

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“…As for the average number of activities performed by the students, Universidade do Estado do Pará presented a higher average (2 actives/student), agreeing with the findings of Roulin and Bangerter 20 , who observed predominance of students performing 2 extracurricular activities. However, they differ from the studies of Foreman and Retallick 21 , at Iowa State University (USA), which identified an average activity of 3.41 ativ. /student.…”

Section: Discussioncontrasting

confidence: 96%

“…Similarly, it resembles a study conducted by Roulin and Bangerter 20 , with students from a Swiss university, which showed that 80.2% of these were involved in this type of activity. However, it diverges from other surveys, which found higher percentages 9,15,16,21 . These findings show that health professional training program students' participation in extracurricular activities surpass those pre-established by the universities, evidencing their autonomy and proactivity, important issues for future professionals.…”

Section: Discussioncontrasting

confidence: 96%

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Extracurricular activities: a comparative perspective among health colleges in Brazil and Ireland

Ferreira¹,

Carreira

Murphy

et al. 2018

ABCS Health Sci.

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Introduction: University influences psychosocial and cognitive development of students, shaping their overview about professional career. Extracurricular activities (EAs) represent a complementary training in university context, which can enhance critical and technical skills. Objective: Describe the profile of extracurricular activities developed in two different colleges: Universidade do Estado do Pará (UEPA), in northern Brazil, and Waterford Institute of Technology (WIT), in Southeast Ireland, in the period from March to May 2015. Methods: This study is characterized as descriptive, cross-sectional, observational, with a sample of 452 academics from 5 courses: Medicine, Physiotherapy and Occupational Therapy in UEPA (n=306) and Health Promotion and Exercise and Health Studies at WIT (n=146). Data collection was conducted through self-administered questionnaires. Results: Most of students have performed extracurricular activities (80%), with greater female participation (60%). Students also believe that EAs contribute to their training (87%), and have satisfied their initial motivations (97%). The most performed activities are academic leagues, internships and scientific research in UEPA and extension activities (volunteering) and athletic associations in WIT. Conclusion: This study demonstrated that the extracurricular activities most frequently performed by undergraduates from Universidade do Estado do Pará are professional internships, academic leagues and research. However, undergraduates' participation in volunteering and athletic associations predominates in Waterford Institute of Technology. Such divergences reflect social, cultural and economic issues of the respective societies, and may have an impact on professional profile.

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Section: Discussioncontrasting

confidence: 96%

Section: Discussioncontrasting

confidence: 96%

Extracurricular activities: a comparative perspective among health colleges in Brazil and Ireland

Ferreira¹,

Carreira

Murphy

et al. 2018

ABCS Health Sci.

View full text Add to dashboard Cite

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“…Leadership development concepts for college students, both in and out of the classroom, have been reflected in the literature for years (Keeling, 2004). In a study by Foreman and Retallick (2013), students who held a leadership position in a student organization scored significantly higher on the scales of consciousness of self, commitment, and individual values on the Socially Responsible Leadership Scale. Rubin, Bommer, and Baldwin (2002) reported that an extracurricular index score indicating the number of student organizations, leadership roles, and hours spent in those organizations significantly predicted development of skills such as communication, initiative, decision making, and teamwork.…”

Section: Leadership Developmentmentioning

confidence: 95%

What’s Up with This Leadership Thing? Voices of African American Male College Undergraduates

Preston-Cunningham¹,

Boyd²,

Elbert³

et al. 2016

Journal of Leadership Education

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This study investigates the perceptions of leadership of African American undergraduate males who attend a predominately-White institution in the Southwest after participation in a leadership development program. Research concerning African American undergraduate males in education has been from a deficit-orientated narrative and focused primarily on academic achievement or lack of involvement, with little attention paid to African American males performing leadership. As society continues to focus on graduation and college attendance by African American males, it is important to explore African American undergraduate male leadership as a viable method to engage and influence graduation and attendance. This study examines the way in which African American undergraduate males make meaning and define leadership. Results indicated that African American undergraduate males defined leadership as either leader behaviors or specific characteristics that leaders possess. The study indicates a need for leadership educators and student affairs professionals to develop and implement a common language concerning leadership with student leader

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“…Involvement is frequently captured as a binary variable indicating participation or not; however, several studies have noted Astin's specification of quality and quantity in his theory of involvement and sought to capture some extent of involvement in reflection of quality and/or quantity. Common extensions of the participation variable seek to measure some aspect of frequency or time allocated to involvement in student organizations [42], [58]. For example, Foreman & Retallick [42] analyzed students' leadership development with respect to the number of organizations in which they participated, the average number of hours per week they reported spending in clubs and organizations, and whether they held a leadership role in any clubs.…”

Section: Rq1mentioning

confidence: 99%

“…Common extensions of the participation variable seek to measure some aspect of frequency or time allocated to involvement in student organizations [42], [58]. For example, Foreman & Retallick [42] analyzed students' leadership development with respect to the number of organizations in which they participated, the average number of hours per week they reported spending in clubs and organizations, and whether they held a leadership role in any clubs. Additionally, the College Student Experiences Questionnaire [59], which later informed the National Survey of Student Engagement [12], incorporated questions about the quality of students' experiences in student organizations.…”

Section: Rq1mentioning

confidence: 99%

The Influence of Experiential Learning on Student Professional Development: A Literature Review

Johnson¹,

Main²

2020 ASEE Virtual Annual Conference Content Access Proceedings

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This literature review examines the influence of experiential learning through student organization involvement on students' professional development and career expectations. Prior to students' transition into the workforce, their socialization into the engineering profession can be shaped by involvement in experiential learning, including student organizations. Previous research has established a breadth of benefits of involvement in student organizations, yet the mechanisms of its influence are less clear, as are the types and extent of involvement that lead to such benefits. Thus, the objective of this review is to further investigate how involvement has been measured and conceptualized in research studies, with a focus on the differential effects of involvement amongst different student populations. This paper investigates the following research questions: (1) How have forms of involvement been measured and conceptualized in studying the impact of undergraduate students' out-of-class experiences on their professional development; (2) what mechanisms have been proposed to explain the impact of experiential learning in student organizations on students' professional development; and, (3) how do participation rates and effects of experiential learning vary across different undergraduate engineering student populations (e.g., gender, race/ethnicity, discipline, socioeconomic status)? Employing a narrative literature review approach, this paper synthesizes current research in engineering education and higher education on experiential learning for undergraduate students, and proposes areas for future research. This review illustrates the challenges in measuring aspects of student involvement, suggesting salient characteristics of involvement that future research might investigate, and identifies types of mechanisms that have been attributed to the influence of involvement, including developing skills, networking with peers, fostering sense of belonging and identity, and encouraging career-related reflection. This review provides insight into the nuance of the breadth of students' experiences in student organizations to inform future work examining the contextual influence of experiential learning on engineering students' professional development. Research Questions The following research questions guided our review: RQ1: How have forms of involvement been measured and conceptualized in studying the impact of undergraduate students' out-of-class experiences on their professional development? RQ2: What mechanisms have been proposed to explain the impact of experiential learning in student organizations on students' professional development? RQ3: How do participation rates and effects of experiential learning vary across different undergraduate engineering student populations (e.g., gender, race/ethnicity, discipline, socioeconomic status)? Methods This literature review employs a narrative literature review approach to synthesize research in engineering education and higher education on experiential learning for unde...

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Using Involvement Theory to Examine the Relationship between Undergraduate Participation in Extracurricular Activities and Leadership Development

Cited by 16 publications

References 19 publications

Extracurricular activities: a comparative perspective among health colleges in Brazil and Ireland

Extracurricular activities: a comparative perspective among health colleges in Brazil and Ireland

What’s Up with This Leadership Thing? Voices of African American Male College Undergraduates

The Influence of Experiential Learning on Student Professional Development: A Literature Review

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