Student Engagement and Social Change: Collective Leadership Development in South African Higher Education

Autor/inn/en	Garton, Paul M.; Wawrzynski, Matthew R.
Titel	Student Engagement and Social Change: Collective Leadership Development in South African Higher Education
Quelle	In: Journal of College Student Development, 62 (2021) 1, S.90-106 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0897-5264
Schlagwörter	Social Change; Student Personnel Services; Learner Engagement; Higher Education; Correlation; Outcomes of Education; Extracurricular Activities; Student Leadership; Student Surveys; Student Attitudes; History; Racial Segregation; Predictor Variables; Foreign Countries; Culturally Relevant Education; Leadership Training; Educational Experience; Blacks; Institutional Characteristics; Undergraduate Students; Student Characteristics; Models; South Africa + Suchen Sie Ihr Suchwort? Sozialer Wandel; Hochschulbildung; Hochschulsystem; Hochschulwesen; Korrelation; Lernleistung; Schulerfolg; Außerunterrichtliche Aktivität; Studentenwerk; Schülerbefragung; Schülerverhalten; Geschichte; Geschichtsdarstellung; Rassentrennung; Prädiktor; Ausland; Führungslehre; Bildungserfahrung; Black person; Schwarzer; Analogiemodell; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Student affairs and student engagement are becoming important mechanisms for social change within South African tertiary education. We explored the relationship between student involvement in cocurricular activities and learning outcomes related to collective leadership for social change. Data were collected via a survey of 1,309 students that included demographics, cocurricular involvement, and self-reported learning outcomes. Culturally relevant frameworks, Sartorius and Sartorius's (2013) theory of historical legacies of apartheid, and previous work on student engagement in South Africa framed the exploratory model. Regression analysis revealed a noncredit leadership course, sense of belonging, and student involvement as significant predictors of social change. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01