Research in higher education on leadership development and attributes has primarily concentrated on students currently engaged in campus experiences and programs (e.g., student government, volunteerism) that emulate leadership positions and opportunities that carry over to societal equivalencies. Thus, students who are not active in leadership activities are rarely assessed regarding their leadership-related development, perspectives, or preferences. The central purpose of this study is to explore students’ disposition regarding leadership etiquette, behavior, and method in the context of leadership process theory. Using the Leadership Attitudes and Beliefs Scale III, how students think about leadership, irrespective of their perceived experience in leadership-based activities or positions, will be examined within the context of contributing university resources.
Noting that accountability for student success is a joint effort between students and the institution, this study looks at how students interact with facilities and academic resources in order to achieve. Using a 14-point scale that measures usage/engage with resources from the library and the classroom to residence halls and the student union, the researchers find that increased engagement correlates with increased academic progress. Likewise, they find that race and background characteristics do not matter as much as effort spent studying or other agency-minded activities.
Pace, C. R. Measuring the quality of student effort. Current issues in higher education, 10-16.
|Links to Article|
|Publication Type||Book Chapter|
|In Publication||Current Issues in Higher Education|
|Type of Research||Quantitative|
|Research Design||Survey research (qualitative or quantitative)|
|Intervention/Areas of Study||Coaching, including academic success coaching, Engagement, Library support, Open education resources, Student motivation, Student support, Student-student interactions, Technical support, Writing support|
|Level of Analysis||Student-level|
|Specific Populations Examined||Undergraduates|
|Specific Institutional Characteristics of Interest|
|Specific Course or Program Characteristics|
|Outcome Variables of Interest||Academic achievement or performance, including assessment scores and course grades, Learning effectiveness, Persistence, Retention, Satisfaction|
|Student Sample Size||500 +|