Throughout this series, we have touched on the research behind undergraduate student leadership and its impact on students post-college, along with some critiques. Before we conclude, we would like to offer some additional benefits undergraduate student leadership offers. 

Undergraduate student leadership opportunities not only positively impact a student’s educational experience, but these opportunities carry into their careers as well. Research shows students who have held leadership positions in college are not only “more likely to ascend to higher positions within their fields but also exhibit greater job satisfaction and influence within their professional communities,” (National Society of Leadership and Success 2024). Additionally, students engaging in leadership opportunities fosters the development of soft skills such as collaboration, communication, problem-solving, and emotional intelligence (Rodriguez and Villarreal 2003; National Society of Leadership and Success 2024).  

Impacts of Student Leadership 

The opportunity to build these skills will enhance a resume and allow a future company to have better insight on a student’s interests and strengths (Pacific University 2024). Similarly, research shows there is a positive correlation between student leadership and academic performance. This suggests that students who hold any kind of leadership position tend to perform better academically in both the short-run and long-run (Deng et al. 2020). Additionally, in a study done by Abbas, Ayub, and Iqbal (2024), it was shown that the essential skills students gained in their leadership roles were easily transferable to an academic setting. Finally, the sense of belonging and purpose that comes along with being a student leader on campus is imperative to many students’ undergraduate journeys (National Society of Leadership and Success 2024). 

Because there are multiple positive impacts of undergraduate student leadership, as well as comparable qualities to other high-impact practices (HIPs) (Kuh 2008), we are in support of undergraduate student leadership becoming recognized as a HIP. However, before this occurs, we believe some additional research and structuring would be necessary.   

Call to Action 

First, an official definition would need to be determined. Research has shown a lack of a stable definition, which leads to variation in practice (Eich 2008; Keup 2016; Logue, Hutchens, and Hector 2005).  

Second, if undergraduate student leadership were to become a formally recognized HIP, practitioners would be required to follow more strict guidelines on what is considered “leadership.” The standardization of leadership initiatives may increase the probability the practice is executed well, which is an important aspect of HIPs. Kuh, O’Donnell, and Schneider (2017) describes the impact HIPs have on individuals when done well. Since this would be a new HIP put in place, failing to implement guidelines could contradict the purpose and leave individuals with a sour taste for leadership (Kuh, O’Donnell, and Schneider 2017).  

Third, faculty and staff across the nation would need to be prepared to mentor these students on their leadership development journey. Prior to taking on a mentee, faculty and staff should focus on improving communication skills; identifying their strengths, weaknesses, and biases; and learn strategies for fostering personal development (Michigan State University 2024). By taking the time to complete these actions, there is a higher likelihood a meaningful relationship will evolve between the mentor and mentee. As mentioned in our interview with a former undergraduate student leader, mentorship had a major impact on his success. This claim is also supported in multiple pieces of literature, as mentors are able to support, challenge, and assist in holistic development (Addy et al. 2023).       

Conclusion  

As we conclude this blog series on undergraduate student leadership, we are optimistic about the potential for undergraduate student leadership to be formally recognized as a HIP. By ensuring standardization, intention and support are created, we believe this practice can be implemented effectively, and benefit students for generations to come.  

We look forward to the continuation of research and discussion around the importance of undergraduate student leadership and its potential to become a HIP. As this discussion expands, we encourage faculty, staff, and institutional leadership to seek and engage with student leaders across campus to help them along this developmental journey and to find ways to increase impactful student leadership opportunities on campus. 

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References 

Abbas, S., A. Mahjabeen, U. Ayub, A. Iqbal. 2024. “Examining the influence of student leadership roles on academic performance in secondary schools.” Journal for Current Sign 2(3). https://currentsignjournal.com/index.php/JCS/article/view/50.  

Addy, T., N. Addy, B. Hendrickson, K. Mitchell. 2023. “Supporting mentees through inclusive mentorship.” Special Issue: Nurturing the Faculty-Student Mentoring Dynamic in Higher Education 2023(175). https://doi.org/10.1002/tl.20554.  

Deng, W., L. Xue, W. Huayun, X. Guozheng, et al. 2020. “Student leadership and academic performance.” China Economic Review 60. https://doi.org/10.1016/j.chieco.2019.101389. 

Eich, Darin. 2008. “A Grounded Theory of High-Quality Leadership Programs: Perspectives from Student Leadership Development Programs in Higher Education.” Journal of Leadership & Organizational Studies 15 (3): 176-187. https://doi.org/10.1177/1548051808324099.  

Keup, J. R. 2016. “Peer Leadership as an Emerging High-Impact Practice: An Exploratory Study of the American Experience.” Journal of Student Affairs in Africa 4 (1).  https://doi.org/10.14426/jsaa.v4i1.143.

Kuh, G., K. O’Donnell, C. Schneider. 2017. “HIPs at Ten.” Change: The Magazine of Higher Learning 49 (5): 8-16. https://doi.org/10.1080/00091383.2017.1366805. 

Kuh, G. 2008. “High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter.”  AAC&U. https://www.aacu.org/publication/high-impact-educational-practices-what-they-are-who-has-access-to-them-and-why-they-matter.

Logue, C.T., T.A. Hutchens, M.A. Hector. 2005. “Student Leadership: A Phenomenological Exploration of Postsecondary Experiences.” Journal of College Student Development 46(4): 393-408. https://dx.doi.org/10.1353/csd.2005.0039. 

Michigan State University. 2024. “Best Practices for Mentors and Mentees in Academic Settings.” https://ofasd.msu.edu/mentoring/best-practices-for-mentors-and-mentees-in-academic-settings/. 

National Society of Leadership and Success. 2024. “Diverse Student Leadership: Empowering Opportunities”. https://www.nsls.org/learning-center/diverse-student-leadership-empowering-opportunities 

National Society of Leadership and Success. 2024. “The Benefits of Student Leadership Programs for Career Readiness.” https://www.nsls.org/learning-center/the-benefits-of-student-leadership-programs-for-career-readiness. 

Pacific University. 2024. “How College Leadership Opportunities Can Boost your Resume.” https://www.pacificu.edu/admissions/blog/choosing-a-college-with-leadership-opportunities. 

Rodriguez, R. and A. Villarreal. 2003. “Promoting Student Leadership on Campus—Creating a Culture of Engagement.” Intercultural Development Research Association. https://www.idra.org/resource-center/promoting-student-leadership-on-campus/.

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About the Author 

Alexa Berisford is a student the Master of Arts in Higher Education program at Elon where she’s also a Graduate Apprentice in the Alumni Engagement office. As part of the MHE program’s coursework, Alexa collaborated with fellow students to research and write this series of blog posts on leadership in higher education.    

How to Cite This Post 

Berisford, Alexa. 2025. “The Future of Undergraduate Student Leadership: A Path Towards High-Impact Practice” Center for Engaged Learning (Blog). Elon University, April 4, 2025. https://www.centerforengagedlearning.org/the-future-of-undergraduate-student-leadership-a-path-towards-high-impact-practice/.