Running head: THE PURSUIT OF GRADUATE STUDIES

The Correlation between Undergraduate Student Leaders and the Pursuit of Graduate Studies Audrey Batista, Amber Bollinger, Monica Hermann Kent State University EVAL 65511

Running head: THE PURSUIT OF GRADUATE STUDIES

Abstract This is quantitative research using a correlation method. The purpose of this study is to find a correlation between undergraduate student leaders and the pursuit of graduate studies. The sample size consists of 261 graduate students from Kent State University. The findings show that there is no significant correlation between undergraduate student leaders and students who pursue and advanced degree. Differences between private liberal arts and research institutions were found and ideas for future research prove relevant. Introduction and Review of Literature Inspiration for this study arose from conversations based around the undergraduate experience, academic performance, and the role leadership plays in each of those capacities. Every year thousands of students around the country begin their undergraduate experience. It is during these crucial years that students learn to build and project their identities, take advantage of leadership and academic opportunities, and make decision regarding the next step on the professional journey. Among these decisions include the opportunity to purse an advanced degree at any number of respected institutions across the country. If the choice is made to attend graduate school, the student will find that many undergraduate experiences will affect the students ability to be accepted into a graduate program. In addition, the choice the students make in their undergraduate experience may also determine if they are knowledgeable about graduate programs and the benefits an advance degree can provide in the long run. In addition, students who excel academically may be more likely to pursue an advanced degree because they would have a deeper appreciation for education and the desire to continue to thrive in an environment in which they could be successful while building a path for their future.

Running head: THE PURSUIT OF GRADUATE STUDIES

It can also be viewed on the opposite side of the spectrum that students who excel academically pursue a graduate degree because it is all they know and are not comfortable or socially prepared to enter the work force or prepared to be a competitive graduate student candidate. The blending of these ideas led to the question that drove this research. The question being, Is there a correlation between undergraduate student leaders and the pursuit of graduate studies? After reviewing literature from previous studies relevant to this topic, correlations between student leaders and academic success could be found. Student leaders are invaluable assets to the growth of the academic, social and cultural development of the campus environment and stand to gain many benefits. Among these benefits include the power to help change dynamics and create new forums for learning how to speak out on their own in a variety of arenas and on a range of issues, use leadership theories and practices as they continue to develop, and the ability to assist faculty and staff with new and improved technology on the college campus or within an organization or department (Hilliard, 2012). In a similar spectrum to that of the benefits of student leaders, significant differences in institutional characteristics may mediate the impact of postgraduate participation. Students are sorted into colleges partly on the basis of their high school academic preparation and performance, and these factors may also predict educational continuation after college. School missions may serve as a potential source of postgraduate participation. For example, research universities may be more likely to expose their graduates to postgraduate options that are different from those nurtured in liberal arts colleges (Goyette, Mullen, Soares, 2003).

Running head: THE PURSUIT OF GRADUATE STUDIES

Throughout much of history, universities have been searching for the best to tools guide students to success throughout their college career. Countless formal and informal explorations have been conducted to see what helps and what hinders students academic success. One of the many options available to all students is the ability to become involved in campus extra-curricular activities. Strapp and Farr (2010, p. 50) defined, Extracurricular involvement includes psychological energy or commitment to an activity and time spent engaged in the activity. Studies have been conducted on these organizations to explore how engagement can impact the whole student in higher education and how to utilize the information gathered to provide students with opportunities for success (Ullah and Wilson, 2007). According to Collison (1990), students spend approximately 30% of their time inside of a college classrooms. This leaves students with the option to fill their time in any way that they choose. One common, and readily available, way to fill this time is to become involved in student organizations offered on campus. Campuses are offering an incredible amount of extracurricular activities that are available to a wide variety of students (Andring, 2002; Reisberg, 2000). These extra-curricular organizations can be classified as both academic and non-academic related organizations and are both unique to institutions and nationally recognized organizations and activities. Students join organizations for a variety of reasons. All student organizations are not the same and each organization can offer a student something different. According to recent studies surrounding student involvement, students are likely to join a non-academic organization to provide immediate benefits, such as meeting different types of people and making new friends join academic related organizations to develop skills that they think will be helpful for their future careers (Holzweiss et al. 2007; and Yin and Lei, 2007).

Running head: THE PURSUIT OF GRADUATE STUDIES

Attachment evolves to these organizations as students continue to participate, which encourages exploration of their likes, dislikes, strengths, and weaknesses. This can be particularly helpful for those students who have not declared a major and students who are exploring different areas of interest (Andring, 2002; Strapp and Farr, 2010). Ullah and Wilson (2007) also discuss the importance of being engaged. Involvement helps students learn both in and out of the classroom and this gained knowledge is directly in proportion to both quality and quantity of student engagement Involvement is generally linked with a positive college experience, attainment of leadership capabilities, increased specialized knowledge, development of social skills, and selfconfidence (Strapp and Farr, 2010; Holzweiss et al. (2007). Additionally, the specialized knowledge attained in certain organizations can benefit students attentiveness and awareness in the classroom (Strapp and Farr, 2010). In many organizations, students have the opportunity to meet and work with different faculty and staff. These relationships encouraged students to expel more effort into academics and growth. It also provides them to opportunities to become involved and connect with professional networks and to have hands on experience outside of the classroom (Ullah & Wilson, 2007; Strapp and Farr, 2010). Ullah and Wilson (2007) found that this active learning, both within and out of the classroom, has the greatest effect on academic achievement measured by grade point average.

Running head: THE PURSUIT OF GRADUATE STUDIES

Many institutions are recognizing the positive outcomes of being involved and requiring students to become involved in different ways in order to reach enhanced learning outcomes. This required involvement can be presented in different forms, including involvement in the residence halls, academic organizations, and service learning (Andring, 2002). However, the risk of over-involvement exists and can hinder a students success in the classroom. According to Andring, (2002) the abundant options that are available to students may cause students to find it difficult to narrow down the organizations that they are involved in. In turn, this will hinder students and they may not be able to dedicate enough time to these organizations and/or their schoolwork. This is supported by Holzweiss, Rahn, and Wicklines (2007) research on student organizations. This study found that although 49% of students felt that their academics were not impacted by extra-curricular involvement and 46% felt that being involved helped them with their academics, time management was the most difficult part of balancing involvement and academics. In addition, over involvement in the college and university setting can be detrimental to a students academic and personal success. The combination of the many stressors of college life, such as planning for the future, struggling with exams and assignments, meeting the demands of challenging professors, deciding on a major, and transitioning into financial and emotional independence, can be an overwhelming experience for many students. Further, in addition to these stressors, students may wonder whether they will be able to meet their own expectations as well as those of their parents and friends (Renk, Smith, 2007).

Running head: THE PURSUIT OF GRADUATE STUDIES

Methods For this study an e-mail survey was conducted with current Kent State University graduate students. The survey was created through Survey Monkey and was sent out through email on the Graduate Student Listserv. There were 261 total participants in the study that were from six different colleges on campus including the College of Education Health and Human Services, College of Public Health, College of Technology, College of Communication and Information, College of the Arts and the College of Arts and Sciences. Limitations to the survey include participants only being from Kent State University as well as most of the respondents being part of the College of Education, Health and Human Services. The survey was conducted to find out if there was any correlation between undergraduate student involvement and the pursuit of an advanced degree. Results This survey was sent to all graduate students listed on the graduate student listserv. All Kent State University Colleges who offer graduate degrees were represented. These colleges included, The College of the Arts, The College of Arts and Sciences, College of Business Administration, College of Communication & Information, College of Education, Health and Human Services, College of Nursing, College of Public Health, and the College of Technology. Our research received a survey response from 261 participants. Within these participants, 220 (84.3%) participants were female and 41 (15.7%) participants were male. The majority of our responses (223 participants, 95.1%) were received from the College of Education, Health, and Human Services. Five participants (2.0%) represented the College of Arts and Sciences, and the College of Technology, College of Public Health, and College of the Arts each had two participants (0.8%) respond.

Running head: THE PURSUIT OF GRADUATE STUDIES

Only one (0.4%) participant responded from the College of Communication and Information. The College of Business Administration and the College of Nursing were not represented, as no students responded to our survey. Below is a table that lists the type of undergraduate institutions that were attended for undergraduate studies. The question listed on the survey read, What type of undergraduate institution did you attend? Type Liberal Arts Research Private Liberal Arts Religiously Affiliated Other Private Research Single Sex Historically Black Institution Hispanic Serving Institution Response Percent 47.9% 33.0% 16.5% 8.4% 8.0% 1.9% 1.5% 0.4% 0.0% Response Count 125 86 43 22 21 5 4 1 0

Responses from the other category included international universities, state universities, and online universities. The question, What was your undergraduate major? yielded the following responses: the top three undergraduate majors of participants included psychology, education (all disciplines), and communication. Other majors listed included but were not limited to speech pathology, family studies, business (all disciplines), journalism, art, sociology, social work, engineering, mathematics, and history.

Running head: THE PURSUIT OF GRADUATE STUDIES

The next question read, What organizations were you involved in? The three most reoccurring responses included Greek affiliations (both social and professional), athletics, academic related organizations, religious groups, and residence services. Approximately 35 students responded that they were not involved in any organizations. Based on those participants who were involved in various organizations, we asked, Did you hold leadership positions in those organizations?. Almost half of the participants (49.4%, 129 participants) listed that they did hold a leadership position, 24.5% (64 participants) stated that they did not hold any leadership positions, and 26.1% (68) reported that it was not applicable. If participants responded yes to the above question (did you hold leadership positions?), they were asked to please list what positions they held. Participants were asked to choose all that applied to them. Below are the responses to the survey question. Position President Vice-President Treasurer Secretary Public Relations Advertising Representative Committee Chair Not Applicable Response Percent 17.6% 14.9% 5.0% 8.8% 8.0% 1.1% 13.4% 18.0% 54.4% Response Count 46 39 13 23 21 3 35 47 142

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Majority of participants responded to the question as not applicable. Those participants who responded not applicable were then asked to list what their position title was. Most titles included those that were specific to an organization, such as editor in chief, team caption, and historian. The last question that we asked about participants undergraduate career was, How did you spend majority of your time outside of the classroom during your undergraduate experience? Participants were able to choose all that applied. Below are the responses to this question. Activity Work Studying Fraternity/Sorority Student Organizations Volunteering Friends Response Percent 62.8% 76.6% 16.9% 29.9% 21.8% 67.0% Response Count 164 200 44 78 57 175

After we gathered information based on our participants undergraduate experiences, we then moved into participants past and present graduate school opinions and experiences. To begin, we asked, At what point did you consider pursuing a graduate degree? The responses extended from as early as before undergraduate graduation to thirty years after undergraduate degree was obtained. Not one answer was more popular than another. We then asked, What was your perception of graduate school when you were an undergraduate student? Answers varied but fell beneath the below headings.

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The responses included the following: Far from reach Competitive Job Obtainment Necessary but difficult Research Intensive Work Intensive More Challenging than undergraduate courses Increased specialization of interest

We then asked the following question to see if their perceptions, in their opinions, have changed or stayed the same. In response to the question, How has your perception of graduate school changed since you have been in enrolled in graduate school? participants stated that it was indeed less challenging, very obtainable, worth the effort, or that they their perceptions have not changes. Lastly, we wanted to see what the factors of influence were in for participants to go to graduate school. They survey listed the question, What factors influenced your decision to go to graduate school? The following responses were recorded: Current Economic Situation Unsuccessful Job Search Personal Development Professional Development Academic Development Requirement for Job Perfect Time in ones life

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Discussion The findings of this study indicate that there is no correlation between undergraduate student involvement and the pursuit of an advanced degree. Although some differences were seen within participants who attended liberal arts institutions versus those who attended large research institutions, there was no evidence to support the original purpose of the study. Previous research indicates higher rates of success and persistence within undergraduate students who are involved and connected to their campus, yet there is little if any previous research stating the link or relationship between undergraduate involvement and pursuit of graduate studies. Information in this study could be used by practitioners to illustrate the fact that student involvement is encouraged in a students undergraduate career, yet this involvement in no way correlates or places any more likelihood on a student attending graduate school. Future researchers may even find that those students who are less involved in social activities and more involved with more academic based activities are more likely to pursue the advanced degree. Future research would include the surveying of graduate students from various other institutions to gain a larger sample as well as more variance with the types of students. This study sparks the idea of whether or not the type of graduate institution a student attends (liberal arts vs. large public, etc.) would have an effect on the answers, or if clear differences could be seen in answers of the students, similar to the findings in this study. Future studies could also be aimed at determining why undergraduate involvement does not seem to have any effect on the pursuit of graduate studies. A more in depth look at specific programs and their requirements would also be beneficial as supplemental research to better understand why certain types of majors or students are more prevalent than others and if within those specific programs there are patterns in students undergraduate involvement.

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References

Andring, H. (2002). Advising the involved student: When extracurricular involvement compromises academic achievement. The Mentor: An Academic Advising Journal. Retrieved from http://www.psu.edu/dus/mentor/020909ha.htm

Collison, M. N. K. (1990). Colleges pay attention to time students spend outside the classroom. The Chronicle of Higher Education. Retrieved from http://www.chronicle.com.

Goyette, K. A., Mullen, A. L., & Soares, J. A. (2003). Who goes to graduate school? Social and academic correlates of educational continuation after college. Sociology of Education, 76, 143-169. Retrieved from http://soe.sagepub.com/ Hillard, A.T. (2010). Student leadership at the university. Journal of College Teaching and Learning, 7(2), 93-97. Retrieved from http://www.cluteinstitute.com/journals/TLC.html

Holzweiss, P., Rahn, R., & Wickline, J. (2007). Are all student organizations created equal? the differences and implications of student participation in academic versus non-academic organizations. College Student Affairs Journal, 27, 136-150. Retrieved from http://www.sacsa.org

Reisberg, L. (2000). Proliferation of campus clubs: Too much of a good thing? The Chronicle of Higher Education. Retrieved from http://www.chronicle.com.

Renk, K., Smith, T. (2007). Predictors of academic-related stress in college students: an examination of coping, social support, parenting, and anxiety. NASPA Journal, 44, 405413. Retrieved from http://journals.naspa.org/

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Strapp, C. M., & Farr, R. J. (2010). To get involved or not: The relation among extracurricular involvement, satisfaction, and academic achievement. Teaching of Psychology, 37, 50-54. doi:10.1080/00986280903425870

Ullah, H., & Wilson, M. A. (2007). Students' academic success and its association to student involvement with learning and relationships with faculty and peers. College Student Journal, 41, 1192-1202. Retrieved from http://www.projectinnovation.biz

Yin, D., & Lei, S. A. (2007). Impacts of campus involvement on hospitality student achievement and satisfaction. Education, 128, 282-293. Retrieved from http://search.ebscohost.com