An Examination of Undergraduate Student Employees’ Learning and Holistic Development
Type of DegreePhD Dissertation
Education Foundation, Leadership, and Technology
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As higher education institutions continue to employ students to carryout operational functions and supplement professional staff, they should question how the on-campus employment experience is adding value to students’ holistic development and education (Peck et al., 2015). The purpose of this study was to identify student employees’ holistic learning and self-leadership based upon their type of employment, as well as explore whether a relationship existed between developmental learning outcomes and self-leadership among this population of college students. Participants were collegiate students engaged in on campus, part-time employment while working to attain a bachelor’s degree, and their employment type was the job assignment or learning context in which they experienced campus employment. This study used a demographic questionnaire and two instruments for data collection. The Student Employee Outcomes Survey (SEOS; Athas et al., 2013) determined participants’ co-curricular learning and development resulting from their employment role, while the Revised Self-Leadership Questionnaire (RLSQ; Houghton & Neck, 2002) determined leadership behaviors. The results of this study yielded a significant, negative association between learning and self-leadership. However, there were no significant differences in learning or leadership by employment type. This information contributed to the literature and supports a better understanding of student employment and its impact on students’ learning and leadership. Limitations and implications for practice were also discussed.