Examining changes to student leadership, wellbeing, and engagement for the duration of a course: a quantitative study

What pedagogical elements of undergraduate curriculum (e.g. learning outcomes, assessments, learning activities, and instruction) predicts positive behavioural development? A quantitative survey (n=46) was delivered at the start and end of two undergraduate business curricula and includes measures of authentic leader behaviours, belonging, psychological wellbeing, and classroom engagement. The survey maps change in behaviours as influenced by different pedagogical elements, controlling for parallel units of study. Preliminary results indicate that if curriculum and pedagogical indicators demonstrate development of authentic leadership, then it is likely that student belonging, wellbeing, and engagement will increase. The value of this relates to the ability to create a more supportive university environment that can support retention and quality of experience growth.