[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-599241-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-599241-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","exploring-undergraduate-leadership-program-attributes-from-the-alumni-lens","Exploring Undergraduate Leadership Program Attributes from the Alumni Lens","","Institutions of higher education emphasize developing future leaders, yet limited research has evaluated undergraduate leadership programs through the alumni perspective. This study used interviews with alumni from a student affairs leadership program to examine perceived value of program attributes and identify leadership learning that was beneficial but not included. Findings highlight the importance of leadership experiences, learning community, formal learning, peer coaching, and reflection. Alumni valued the skills learned and experiential capital gained, offering evidence-based practices for program development.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/exploring-undergraduate-leadership-program-attributes-from-the-alumni-lens/599241/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/exploring-undergraduate-leadership-program-attributes-from-the-alumni-lens/599241.png","ImageObject",300,407,{"name":42,"@type":43},"kopisore","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What gap does the study address about undergraduate leadership programs?","Question",{"text":63,"@type":64},"The study addresses the limited research that assesses undergraduate leadership program attributes from the alumni perspective.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which program attributes did alumni value most, according to the study’s research questions and framing?",{"text":68,"@type":64},"The study focuses on attributes connected to leadership experiences, learning community, formal learning, peer coaching, and reflection.",{"name":70,"@type":61,"acceptedAnswer":71},"How does the conceptual framework (Eich’s theory) guide the study?",{"text":72,"@type":64},"Eich (2008) provides a grounded theory of high-quality leadership programs based on interviews from four undergraduate programs, organizing attributes into clusters tied to learning communities and experiential learning.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},599241,1792191195,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},962090880963,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","EXPLORING UNDERGRADUATE LEADERSHIP PROGRAM  \nATTRIBUTES FROM THE ALUMNI LENS  \nJohn D . Egan  \nGeorgia Southern University  \nJuliann Sergi McBrayer  \nGeorgia Southern University  \nPamela Wells  \nGeorgia Southern University  \nSteven Tolman  \nGeorgia Southern University  \nInstitutions of higher education espouse the importance of developing future leaders, although limited research assesses undergraduate leadership programs from the alumni lens. Interviews with alumni from a student affairs leadership program revealed the importance of incorporating leadership experiences, learning community, formal learning, peer coaching, and reflection in leadership programming. Alumni valued the program due to skills learned and experiential capital gained. This study provides practitioners with evidence-based practices for leadership program development and highlights the importance of the alumni perspective.  \nPlease direct inquires about this manuscript to: John D. Egan, [jegan@georgiasouthern.edu](jegan@georgiasouthern.edu)  \nCollege Student Affairs Journal, Volume 39(1), pp. 73-87 ISSN 2381-2338  \nCopyright 2021 Southern Association for College Student Affairs All rights of reproduction in any form reserved.  \n74 College Student Affairs Journal Vol. 39 No. 1, 2021  \nLeadership development continues to  \nbe a valued outcome for institutions of  \nhigher education as “many college mission statements contain commitments to develop citizen leaders or prepare students for professional and community responsibilities…” (Council for the Advancement of Standards [CAS] in Higher Education, 2012, p. 447) . Since the 1980s, this value has been displayed through the proliferation of leadership programs on college campuses that are both curricular and co-curricular (CAS, 2012) . Undergraduates are increasingly engaging in co-curricular leadership programming, and the majority of these programs are situated within student affairs (Guthrie & Jenkins, 2018) . During this growth in leadership programming, an effort has been made by researchers to explore leadership pedagogy, and have found that experiential learning, reflection, classroom dynamics, and other attributes associated with quality leadership programs are important for leadership learning (Boettcher & Gansemar-Topf, 2015; Buschlen & Warner, 2014; Eich, 2008; Fritz & Guthrie, 2017; Haber-Curran & Tillapaugh, 2013; Odom, 2015; White & Guthrie, 2016) . However, limited research exists that assesses undergraduate leadership program attributes from the perspective of alumni.  \nWe sought to fill this gap, as the alumni lens surrounding program attributes may help student affairs practitioners develop high-quality leadership programs and as a result make good on institutions’ purported value of developing future leaders. Our study assessed the value college graduates placed on their previous participation in an undergraduate leadership program and explored the alumni perception of programmatic attributes. To this end, the following research questions were addressed: 1) What attributes of the undergraduate leadership program have the most perceived value for program alumni? 2) What leadership learning would have been beneficial that was not included in the leadership program? 3) What was the perceived value of the leader-  \nship program for alumni in their professional career?  \nReview of the Literature  \nThe literature review will begin with introducing Eich’s (2008) theory of high-quality leadership programs as the conceptual framework and will transition to an examination of pedagogical elements important for leadership learning. The review will conclude with the limited literature that exists surrounding leadership program assessments in higher education that involve the alumni perspective.  \nConceptual Framework  \nEich (2008) developed a grounded theory of high-quality leadership programs through interviews with 62 stakeholders from four different undergraduate leadership programs that met specifi","cbCaisWA9n2ghCSg","https://ap.wps.com/l/cbCaisWA9n2ghCSg","pdf",546929,15,"English","# Introduction\n# Review of the Literature\n## Conceptual Framework\n## Program Attributes and Clusters","[{\"question\":\"What gap does the study address about undergraduate leadership programs?\",\"answer\":\"The study addresses the limited research that assesses undergraduate leadership program attributes from the alumni perspective.\"},{\"question\":\"Which program attributes did alumni value most, according to the study’s research questions and framing?\",\"answer\":\"The study focuses on attributes connected to leadership experiences, learning community, formal learning, peer coaching, and reflection.\"},{\"question\":\"How does the conceptual framework (Eich’s theory) guide the study?\",\"answer\":\"Eich (2008) provides a grounded theory of high-quality leadership programs based on interviews from four undergraduate programs, organizing attributes into clusters tied to learning communities and experiential learning.\"}]","Exploring Undergraduate Leadership Program Attributes from the Alumni Lens | PDF",1792088406,38]