The purpose of the study was to secure perceived judgments of immediate supervisors toward student employees and the student employment program at Ball State University. A secondary purpose was to compare perceived judgments of immediate supervisors relative to ten selected characteristics of college work-study student employees and regular student employees.A Student Employment Questionnaire was developed to supervisors of student employees. Two hundred and ninety-five individuals participated in the study.Response data from study participants indicated general satisfaction with the performance of student employees supervised. Supervisors expressed agreement that a training program for student employees was desirable while responses were about evenly divided on whether supervisors have adequate input into the evaluation of the student employment program. Supervisors expressed disagreement that a training program for supervisors is needed. No significant differences were discovered in judgments of immediate supervisors when comparing college work-study student employees gather data from the 513 individuals identified as immediate and regular student employees relative to ten hypotheses statements.It was concluded that good supervisory practices are essential to the success of student employment programs, student employment is a justified way of helping students attend college, and periodic evaluation of student employment programs should be made, involving student employees, immediate supervisors and administrators in the process. To insure dollars are effectively spent, screening of students for particular jobs, having written job descriptions, providing orientation to the job and evaluation and feedback to student employees must be accomplished.It was recommended that the study be replicated in other collegiate settings to compare findings and secure additional data. It was recommended that a study be conducted to secure judgments of student employees relative to supervisory practices and the total student employment program. It was further suggested that a supervisory handbook be developed by institutional personnel, incorporating the philosophy of the institution, the role of work in the educational setting and the shared judgments of supervisors of student employees. State and national organizations were urged to focus attention on the duties and responsibilities, role and importance of immediate supervisors during meetings and in journals and newsletters.

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One purpose of higher education is to graduate students who will become productive citizens. An integral aspect of being a productive citizen is employment. Finding a job requires the acquisition of skills that employers report they seek in college graduates. There are various ways that students can learn these skills. They can be learned in the classroom, and through extracurricular activities. They can also be learned from students' part time employment. Part-time employment is a significant part of the college experience for many undergraduate students. Students are employed in a variety of different jobs while in college. These jobs can be grouped into three categories: cooperative education experiences, leadership positions, and wage positions. Scholars have explored the impact of cooperative and leadership positions on students. However, an extensive search of the literature revealed no studies which investigated the kinds of skills students in wage positions learn. Yet, the number of students employed in wage positions may exceed the number of students employed in the other two types of student jobs. The purpose of this study was to examine the skills learned by undergraduate students who were employed in on-campus wage positions. The study was designed to measure whether the skills student employees learn are skills that employers seek in college graduates. To seek answers to these research questions a list of skills was developed from the literature available on job skills employers seek in college graduates. After determining the eight most common skills employers seek in college graduates they hire, the researcher operationalized the skills by assigning typical job-related activities to each of the eight skills identified in the literature as being sought by employers of college graduates. Then, the researcher recruited 32 undergraduate students (16 male and 16 female) in wage positions to report data about what they learned while working. These data were collected through logs that detailed activities in which student employees engaged while on the job. The study found that students in on-campus wage positions engaged in certain activities more than others. The activities in which they engaged indicated that they were learning some skills which employers seek in college graduates. Results showed that participants reported a high number of activities which related to Analytical Skills, Adaptability/Flexibility, and Communication Skills. Participants reported activities which related to Interpersonal Skills and Teamwork Skills to a moderate degree. Activities related to Initiative, Self Confidence, and Leadership Skills were reported least often. Differences were found in the reporting patterns of men and women. Some of these differences were found to be significant. / Master of Arts

Thesis advisor: Heather Rowan-Kenyon / Paid employment is one of the most common extracurricular activities among full-time undergraduates, and an array of studies has attempted to measure its impact. Methodological concerns with the extant literature, however, make it difficult to draw reliable conclusions. Furthermore, the research on working college students has little to say about relationships between employment and leadership development, a key student learning outcome. This study addressed these gaps in two ways, using a national sample of 77,489 students from the 2015 Multi-Institutional Study of Leadership. First, it employed quasi-experimental methods and hierarchical linear modeling (HLM) to investigate relationships between work variables (i.e., working status, work location, and hours worked) and both capacity and self-efficacy for leadership. Work location for students employed on-campus was disaggregated into 14 functional departments to allow for more nuanced analysis. Second, this study used text mining methods to examine the language that participants used to define leadership, which enabled a rich comparison between students’ conceptualizations and contemporary leadership theory. Results from HLM analysis suggested that working for pay is associated with lower self-reported leadership capacity, as defined by the social change model of leadership development, and that this relationship varies by workplace location and across institutional characteristics. The association between working status and self-efficacy for leadership was found to be practically non-significant, and hours worked per week were unrelated to either outcome. Results from text mining analysis suggested that most students conceptualize leadership using language that resonates with the industrial paradigm of leadership theory— leadership resides in a person with authority, who enacts specific behaviors and directs a group toward a goal. Disaggregated findings suggested that students who work off-campus consider leadership differently, using language consonant with contemporary, post-industrial scholarship—leadership is a dynamic, relational, non-coercive process that results in personal growth and positive change. In sum, the findings both echo and challenge aspects of existing research on leadership and working college students. Future research should explore off-campus work environments in greater detail, while practitioners and scholars who supervise students should aim to infuse post-industrial conceptualizations into on-campus work environments. / Thesis (PhD) — Boston College, 2017. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

abstract: Training student employees in Educational Outreach and Student Services (EOSS) at Arizona State University's West campus is important to maintaining a knowledgeable and productive workforce. This dissertation describes the results of an action research study in which social media tools were utilized as a delivery mechanism for training student employees on three ASU initiatives: the New American University, Sun Devil Pride and Social Entrepreneurship. The social media tools included YouTube and Vimeo, user-generated video sites, Facebook, and a Google Sites website. Five student employees in EOSS at the West campus were identified and recruited for a six-week study. The students participated in online pre- and post-surveys, blogging via Facebook, a focus group, and case study assessment. Data collected through blogs, audio recordings, and field notes provided insight on the positive benefits of using social media to train student employees and participants' understanding and personal connection to the three initiatives. Analysis of the data identified three themes: peer-to-peer relationships, connectedness to both internal and external community, and competency capital. Though these themes were apparent, the researcher found that participants' identities as Arizona State University students were affected more than their student employee identities. / Dissertation/Thesis / Ed.D. Higher and Postsecondary Education 2012

Emotional Intelligence is believed to explain how emotions may be used, monitored, and measured to predict workplace success and failure, the suggestion that if individuals can balance the emotions within themselves and others, they can use their skills to better their organization. This study explored the development of Emotional Intelligence in the ASI Student Manager Team in comparison to Student Government members at California Polytechnic State University, San Luis Obispo (Cal Poly) during the fall 2008 quarter. The Bar-On Emotional Quotient Inventory (EQ-i) was used to assess student leaders’ Emotional Intelligence (EI) development (N = 27). A two sample t-test was used to identify any significant difference in the Emotional Intelligence scores between the two groups. Findings indicated significant training effects on respondent’s scores when considering assertiveness, happiness, and empathy.

This study focuses on the effects of part-time employment of high school students during the school year. While there are many benefits to be derived from part-time employment, many researchers have concluded that working intensely (over 20 hours per week) during the school year has deleterious academic, social, and psychological effects on high school students' achievement (Bachman & Schulenberg, 1983; Mortimer & Finch, 1986; Steinberg & Dornbusch, 1991; Wright, Cullen, & Williams, 2002). The study made reference to the theory of social embeddedness (Granovetter, 1985) and the primary orientation model (Warren, 2002) which suggested that high intensity work reduces time to focus on and become involved in other activities. There is also application to the ecological theory of human development (Bronfenbrenner, 1986) which stated that social contexts such as school, family, and work should all have connections to provide significant influences on adolescents’ development. In this study, it was hypothesized that intense work involvement would be related to less engagement in school and school activities. It was further hypothesized that intensity of work will be negatively related to family and peer relationships. The data for the study were obtained from three school divisions in southwest Virginia. A sample of N=1,402 high school students in grades 9-12 was used. Students completed the Work, School, and Social Experiences of High School Students Survey, which was adapted for the study. The data were analyzed using SPSS 14.0. The researcher employed descriptive and regression based analysis procedures to answer the research questions, and to determine the relationships among variables of interest. The results indicated that intense part-time employment by high school students has negative effects on grades, family relationships, and peer relationship and often contributes to increased stress in the lives of these students. Part-time employment affects all aspects of students' lives and is far nuanced and needs continued attention and supervision from parents, educators, and teachers. This research was supported by a 2005 Graduate Research Development Project grant from the Graduate Student Assembly at Virginia Polytechnic Institute and State University (Virginia Tech). / Ph. D.

There is growing concern surrounding the detrimental effect of term-time employment on university students’ academic success. The narrow focus of previous studies has resulted in the literature being characterised by mixed results. This study sought to clarify the effects by comprehensively investigating and controlling for a large number of variables across a diverse range of university students (N = 1841). Students completed an online survey during the first semester of study (2010) and their responses were later matched to their academic records for that semester. The results show that the majority of working students reported working out of financial necessity. There was no difference in grades between employed and non-employed students; however, hours worked had a direct negative linear effect on the grades of employed students. Analysis indicated that employed students would have had significantly higher grades than the non-employed subsample, if they had not worked during term. The variable ‘reported negative effects of work on study’ partially mediated the effect of hours worked on grades. Studying engineering moderated the effect; when engineering students worked, the negative effect on grades was greater than for those studying other subjects. In addition, hours spent in employment partially mediated the effects of age, debt and financial pressure on GPA. Students also reported that work affected other areas of their life (time spent socialising/relaxing, in leisure/sport, sleeping and with family). Just over a fifth of the working students reported feeling that the university did not make it possible to combine work and study. These findings have implications for students, student supporters and academic institutions. Students should be aware of the negative effects of work on academic performance and seek to minimise the amount they work. Supporters may be able to relieve financial pressure on students, encourage realistic perceptions about students’ financial needs, and encourage students to limit the number of hours they work. Finally, academic institutions can also assist students in balancing work and study by providing a flexible learning environment.

Statistics on college students working have shown an increase as students cope with rising costs of education, decreasing financial aid, greater personal financial commitments, and the expectation that students should contribute to the cost of their own education. These facts combined with the students' need to secure employment upon graduation contribute to why they must work while attending college. Whereas working may provide a means to address students' financial and employment concerns, it also limits the amount of time students have to interact with faculty outside of class. This form of student engagement enables students to become more comfortable with their academic environment and enhances their sense of belonging which contributes to their persistence. The purpose of this study was to examine the relationship between the number of hours students worked off-campus and the frequency of their experiences with faculty as measured by the College Student Experiences Questionnaire 4th edition. Examples of students' interactions with faculty included actions such as talking with your instructor about your course grades and assignments; discussing career plans; socializing outside of class; asking for comments on academic performance; and working with a faculty member on a research project. The study also examined the relationship between work and gender and between work and class standing. In examining the relationship between hours worked and the ten experiences with faculty, those who worked 1-20 hours weekly participated in significantly more discussions outside of class with other students and faculty than students who did not work. The researcher suspects this may be true because students may be more inclined to gather together with peers outside of class for study groups, lab projects, and group assignments that may involve the participation of faculty outside of class. These types of activities are usually associated with class requirements and students, regardless of their work schedules, must make time for them as they influence their grades in the course. In examining the relationship between gender and hours worked, the research revealed no significant relationship existed for any of the work groups which included: no work, 1-20 hours per week, and over 20 hours per week. Further examination of the relationship between class standing and hours worked showed a greater proportion of seniors worked compared to juniors. These findings resulted in several recommendations for future research which include studying the relationship between student engagement and other variables such as: the nature of the students’ work; time constraints i.e.; intercollegiate athletics or performing arts; and the students’ academic major. Examining these may yield insights into the relationship work may have with other aspects of student engagement.

Universities are an ideal environment to assist students in the development of their leadership skills in a safe and supportive environment. The development of emotional intelligence (EI) has become an important aspect of student leadership development. The purpose of the study was to examine the emotionally intelligent leadership (EIL) scores of students working in a collegiate recreation setting and to examine their perceptions of their own EI and EIL. An exploratory, sequential, mixed-methods approach was used to explore the EIL scores of students employed in collegiate recreation departments at seven university sites. EIL was the theoretical framework used in this study (Shankman et al., 2015). The findings of this study showed no statistically significant difference in mean scores of EIL between students working in formal and informal leadership positions or between genders. Themes that emerged from the participant’s perceptions of their own EI and EIL were communication, confidence, perceived leadership ability, and teamwork. Understanding how students perceive their own EI and EIL can assist practitioners in the creation and development of intentional training and development programs.