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Examining changes to student leadership, wellbeing, and engagement for the duration of a course: a quantitative study

Citation

Crawford, JA and Knox, M and Kelder, JC and Carr, AR, Examining changes to student leadership, wellbeing, and engagement for the duration of a course: a quantitative study, ISSOTL21, 26-29 October, online from Perth (2021) [Conference Extract]

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Abstract

What pedagogical elements of undergraduate curriculum (e.g. learning outcomes, assessments, learning activities, and instruction) predicts positive behavioural development? A quantitative survey (n=46) was delivered at the start and end of two undergraduate business curricula and includes measures of authentic leader behaviours, belonging, psychological wellbeing, and classroom engagement. The survey maps change in behaviours as influenced by different pedagogical elements, controlling for parallel units of study. Preliminary results indicate that if curriculum and pedagogical indicators demonstrate development of authentic leadership, then it is likely that student belonging, wellbeing, and engagement will increase. The value of this relates to the ability to create a more supportive university environment that can support retention and quality of experience growth.

Item Details

Item Type:Conference Extract
Keywords:higher education, student wellbeing, organisational behaviour, pedagogy, leadership
Research Division:Commerce, Management, Tourism and Services
Research Group:Strategy, management and organisational behaviour
Research Field:Leadership
Objective Division:Expanding Knowledge
Objective Group:Expanding knowledge
Objective Field:Expanding knowledge in commerce, management, tourism and services
UTAS Author:Crawford, JA (Dr Joseph Crawford)
UTAS Author:Knox, M (Mr Matthew Knox)
UTAS Author:Kelder, JC (Dr Jo-Anne Kelder)
UTAS Author:Carr, AR (Associate Professor Andrea Carr)
ID Code:147480
Year Published:2021
Deposited By:Office of the University College
Deposited On:2021-11-03
Last Modified:2021-11-08
Downloads:0

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