Action research project: USD users only.
MA Higher Education Leadership
An issue that has been observed through my experience with the undergraduate programming board, Torero Program Board (TPB), at the University of San Diego is how the executive board chooses to lead when struggling with the role duality of being both a supervisor and peer. There has also been a lack of intentional training from advising staff on how to lead one’s peers. The purpose of this study is to examine my approach as an advisor and to better understand how to help students’ gain confidence in student leadership development. The research question that guides this study is: how can Torero Program Board student leaders become more effective in leading their fellow TPB peers? The sub-question is: How can I improve my advising to increase TPB student leaders’ confidence in leading their peers? Results of the research show confidence in leading peers is not as pertinent to students than the question of how to practice leadership through good and bad times within their supervisory role. Students stated the most leadership development occurred when leading peers through difficult times and during those times, confidence wavered. Building relationships with members of the team helps executive members handle the duality of their roles. Recommendations include focusing on building relationships within the team, especially amongst executive members and coordinators, and training executive members upfront, and continuously, on leading peers.
Digital USD Citation
Michalec, Kalena, "Peer-to-Peer Leadership" (2018). M.A. in Higher Education Leadership: Action Research Projects. 1.