Conceptualizing high-impact practices within the frame of agricultural leadership education: A content analysis

David Coyle; Jennifer  Strong

doi:10.37433/aad.v3i3.229

Authors

David P Coyle Texas A&M University, USA https://orcid.org/0000-0002-8486-1689
Jennifer Strong Texas A&M University, USA https://orcid.org/0000-0001-6718-6434

DOI:

https://doi.org/10.37433/aad.v3i3.229

Keywords:

internships, undergraduate research, global learning, community-based learning, service learning

Abstract

The use of high-impact practices in undergraduate leadership courses is a common and effective way of developing students studying agriculture. However, each of the ten high-impact practices (HIPs) recognized by the Association of American Colleges and Universities (Kuh, 2008) are not equally studied or utilized by leadership educators. This study will provide a content analysis of the use of HIPs as a leadership pedagogy in undergraduate education. In the studies analyzed, which were grouped by categories of HIPs, only five of the ten main HIPs were represented. These were undergraduate research, diversity and global learning, internships, service learning, and capstone courses and projects. The analysis revealed each HIP resulted in one or more of Kuh’s (2008) proposed learning outcomes. Based on these findings, the researchers suggest HIPs be used more frequently in agricultural leadership curriculum and call on scholars to study the ten HIPs more closely.

Downloads

Download data is not yet available.

References

Andrade, M. S. (2020). Cross-cutting skills: Strategies for teaching and learning. Higher Education Pedagogies, 5(1), 165-181. https://doi.org/10.1080/23752696.2020.1810096

Andreu, F. S., Sweet, K. M., & Douglas, H. C. (2020). Building leadership skills through high-impact experiences. Journal of Leadership Education, 19(4), 134–146. https://doi.org/10.12806/V19/I4/A3

Arum, R., & Roska, J. (2011). Academically adrift: Limited learning on college campuses. University of Chicago Press. https://doi.org/10.7208/chicago/9780226028576.001.0001

Armstrong, J. P. (2020). Assessing intercultural competence in international leadership courses: developing the global leader. Journal of Leadership Education, 19(4), 1–19. https://doi.org/10.12806/V19/I4/R1

Chen, T., Snell, R. S., & Wu, C. X. (2018). Comparing the effects of service-learning versus nonservice-learning project experiences on service leadership emergence and meaning schema transformation. Academy of Management Learning & Education, 17(4), 474–495. https://doi.org/10.5465/amle.2016.0309

Denny, M. D., & Hardman, A. M. (2020). Mississippi State University extension undergraduate apprenticeship program: A model for critical reflection through community-engaged research and outreach. Advancements in Agricultural Development, 1(1), 86–96. https://doi.org/10.37433/aad.v1i1.13

Goodenough, A. E., Roberts, H., Biggs, D. M., Derounian, J. G., Hart, A. G., & Lynch, K. (2020). A higher degree of resilience: Using psychometric testing to reveal the benefits of university internship placements. Active Learning in Higher Education, 21(2), 102–115. https://doi.org/10.1177/1469787417747057

Hastings, L. J., Wall, M., & Mantonya, K. (2018) Developing leadership through “serviceship”: Leveraging the intersection between service-learning and professional internship. Journal of Leadership Education, 17(1), 141–151. https://doi.org/10.12806/V17/I1/A2

Klenke, K., Martin, S., & Wallace, J. R. (2016). Qualitative research in the study of leadership (2nd ed.). Emerald. https://doi.org/10.1108/9781785606502

Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. American Association of Colleges and Universities.

Krippendorff, K. (2004). Content analysis: An introduction to its methodology (2nd ed.). Sage.

Lane, K. E., & Murphrey, T. P. (2020). Benefits of and best practices for international experiences for college students: A synthesis of literature. Journal of International Agricultural and Extension Education, 27(4), 39-61. https://doi.org/10.5191//jiaee.2020.27439

Lemons, L., & Strong, J. (2016). Developing teamwork and team leadership skills through service learning. The Agricultural Education Magazine, 89(1), 18-19. https://www.proquest.com/docview/1844621433?parentSessionId=sTc2e2gxUwu%2BCb%2BmkyWlqYpkM52lXk8N9Dgz8Br%2F9fM%3D

Lunsford, L. G., & Brown, B. A. (2016). Preparing leaders while neglecting leadership: An analysis of U.S. collegiate leadership centers. Journal of Leadership and Organizational Studies, 24(2), 261-277. https://doi.org/10.1177/1548051816662613

Meyers, C., Lemons, L., & Hock, G. (2014). Implementing service-learning: Best practices from agricultural leadership education. Journal of Higher Education Outreach and Engagement, 19(3), 159-161. https://openjournals.libs.uga.edu/jheoe/article/view/1146/1145

Moore, L. L., Odom, S. F., & Weid, L. M. (2011a). Leadership for dummies: A capstone project for leadership students. Journal of Leadership Education, 10(1), 123–131. https://doi.org/10.12806/V10/I1/IB2

Moore, L. L., Williams, J., Boyd, B. L., & Elbert, C. D. (2011b). International experiences of agricultural leadership and development seniors. International Journal of Business Management and Economic Research, 2(1), 117-123. http://www.ijbmer.com/docs/volumes/vol2issue1/ijbmer2011020101.pdf

Odom, S. F., Ho, S. P., & Moore, L. L. (2014). The undergraduate leadership teaching assistant (UTLA): A high-impact practice for undergraduates studying leadership. Journal of Leadership Education, 13(2), 152–161. https://doi.org/10.12806/V13/I2/A2

Peek, C., Strong, J., Boyd, B. L., & Strong, J. (2017). Honor codes: Do they promote an ethical culture? NACTA Journal, 61(1), 1-6. https://www.jstor.org/stable/90004097

Priest, K. L., & Clegorne, N. A. (2015). Connecting to experience: High-impact practices for leadership development. Discoveries, 71–83. https://doi.org/10.1002/yd.20125

Shapiro, G., & Markoff, J. (1997). A matter of definition. In C. W. Roberts (Eds.)., Text analysis for the social sciences: Methods for drawing statistical inferences from texts and transcripts. Routledge.

Strong, R., Williams, R., Irby, T. L., & Wynn, J. T. (2013). Country club management and self-directedness: Implications for academics and practitioners of leadership. NACTA Journal, 57(4), 38-44. https://www.jstor.org/stable/nactajournal.57.4.38

Strong, R., & Williams, J. (2014). Understanding students as followers: Discovering the influence of followership style on self-directed learning. Journal of Agricultural Education, 55(2), 201-213. https://doi.org/10.5032/jae.2014.02201

Strong, R., Dooley, K. Murphrey, T., Strong, J., Elbert, C., & Baker, M. (2021). The EVAL framework: Developing impact evaluation scholars. Advancements in Agricultural Development, 2(3), 2-13. https://doi.org/10.37433/aad.v2i3.139

Williams, J. R., Townsend, C. D., & Lindner, J. (2005). Teaching leadership: Do students remember and utilize the concepts we teach? Journal of Leadership Education, 4(1), 66-78. https://doi.org/10.12806/V4/I1/RF2