Leadership development in co-curricular student groups: a phenomenographic study

Jonathan Verrett; Tasnia Naim Anika

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Conference: 2022 ASEE Zone IV Conference
Location: Vancouver
Publication Date: May 12, 2022
Start Date: May 12, 2022
End Date: May 14, 2022
Conference Session: Equity and Ethics in Engineering-II
Tagged Topics: Diversity and Conference Submission
Page Count: 8
DOI: 10.18260/1-2--44746
Permanent URL: https://peer.asee.org/44746
Download Count: 103

Paper Authors

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Jonathan Verrett P.Eng. University of British Columbia, Vancouver orcid.org/0000-0003-4709-6276

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Jonathan Verrett is an Associate Professor of Teaching in the Department of Chemical and Biological Engineering and holds the Bauder Chair in Experiential Learning and Leadership at UBC’s Vancouver Campus. He teaches a variety of topics with a focus on design in chemical and biological engineering. His pedagogical interests include leadership development, open education and peer-learning.

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Tasnia Naim Anika University of British Columbia, Vancouver

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Abstract

This is intended to be submitted as a full paper

Leadership development has long been a topic of educational interest [1]. Specifically in engineering there have been calls to supplement technical skill development with social, organizational, and professional skill development [2]. Intercultural and equity driven competencies are an important part of this development [3]. Giving students an ability to recognize the different ways they can be leaders allows them to engage more deeply in experiential learning and leadership opportunities, as well as achieve better outcomes after graduation [4]. This study will seek to understand how student leadership development currently occurs for engineers at [University name redacted] with a focus on diversity and inclusivity in co-curricular settings. The goal of this work is to inform the enhancement of co-curricular student leadership development opportunities.

A phenomenography framework was used to guide this study. Phenomenography seeks to describe differing understandings of reality [5]. Given the focus of this study on diversity and inclusion this framework was used in order to capture the differing perspectives of study participants. Semi-structured Interviews were selected as a means to gather data. Participants were recruited through professional networks. Recruitment and interviews were run by a 4th year student. Recruitment aimed to recruit participants of diverse genders and ethnicities. Participants were selected in their 3rd or 4th year of study as they would likely have had more opportunities to potentially participate in co-curricular student groups. Eight participants were interviewed in total. Following interviews, transcripts were produced and analyzed using a thematic coding. This paper will present the study development as well as findings from the interviews.

References [1] Komives, S. R. (2011). Advancing leadership education. The handbook for student leadership development, 2, 1-34. [2] National Academy of Engineering, U. S. (2004). The engineer of 2020: Visions of engineering in the new century. Washington, DC: National Academies Press. [3] Deardorff, D. K. (2009). Implementing intercultural competence assessment. The SAGE handbook of intercultural competence, 477-491. [4] Colcleugh, D. (2013). Everyone a leader: A guide to leading high-performance organizations for engineers and scientists. University of Toronto Press. [5] Marton, F. (1986). Phenomenography - A research approach investigating different understandings of reality. Journal of Thought, 21(2), 28-49.

Citation
Format

Verrett, J., & Anika, T. N. (2022, May), Leadership development in co-curricular student groups: a phenomenographic study Paper presented at 2022 ASEE Zone IV Conference, Vancouver. 10.18260/1-2--44746

TY - CPAPER
AB - This is intended to be submitted as a full paper

Leadership development has long been a topic of educational interest [1]. Specifically in engineering there have been calls to supplement technical skill development with social, organizational, and professional skill development [2]. Intercultural and equity driven competencies are an important part of this development [3]. Giving students an ability to recognize the different ways they can be leaders allows them to engage more deeply in experiential learning and leadership opportunities, as well as achieve better outcomes after graduation [4]. This study will seek to understand how student leadership development currently occurs for engineers at [University name redacted] with a focus on diversity and inclusivity in co-curricular settings. The goal of this work is to inform the enhancement of co-curricular student leadership development opportunities.

A phenomenography framework was used to guide this study. Phenomenography seeks to describe differing understandings of reality [5]. Given the focus of this study on diversity and inclusion this framework was used in order to capture the differing perspectives of study participants. Semi-structured Interviews were selected as a means to gather data. Participants were recruited through professional networks. Recruitment and interviews were run by a 4th year student. Recruitment aimed to recruit participants of diverse genders and ethnicities. Participants were selected in their 3rd or 4th year of study as they would likely have had more opportunities to potentially participate in co-curricular student groups. Eight participants were interviewed in total. Following interviews, transcripts were produced and analyzed using a thematic coding. This paper will present the study development as well as findings from the interviews.

References
[1] Komives, S. R. (2011). Advancing leadership education. The handbook for student leadership development, 2, 1-34.
[2] National Academy of Engineering, U. S. (2004). The engineer of 2020: Visions of engineering in the new century. Washington, DC: National Academies Press.
[3] Deardorff, D. K. (2009). Implementing intercultural competence assessment. The SAGE handbook of intercultural competence, 477-491.
[4] Colcleugh, D. (2013). Everyone a leader: A guide to leading high-performance organizations for engineers and scientists. University of Toronto Press.
[5] Marton, F. (1986). Phenomenography - A research approach investigating different understandings of reality. Journal of Thought, 21(2), 28-49.

AU - Jonathan Verrett P.Eng.
AU - Tasnia Naim Anika
CY - Vancouver
DA - 2022/05/12
PB - ASEE Conferences
TI - Leadership development in co-curricular student groups: a phenomenographic study
UR - https://peer.asee.org/44746
DO - 10.18260/1-2--44746
ER -