Higher Education Students
OBJECTIVE This study investigated the level of leadership practices and retention rates of freshman students at Texas Woman’s University.
METHODOLOGY The sample consisted of 151 freshman students (50+% response rate) placed in one of three control groups: Group A (the treatment) were in the Neighbors Educated Together Program (NET), Group B (control) were in one of two university-sponsored programs and Group C (control) were the residual group of first-time college freshmen. These three groups were surveyed prior to their participation in the NET program or a university-sponsored program and again at the end of 14 weeks. Participants completed the student version of the Leadership Practices Inventory.
KEY FINDINGS The study found statistically significant differences on the pre- and post-tests between Group C and the other two groups on Enabling, Inspiring and Encouraging. Group C (the residual group) scored lower than the other two groups on all five leadership practices. There were no statistically significant differences between Group A and Group B. The retention rates were not significantly different between the three groups (Group A with 91%, Group B with 97% and Group C with 89%). ANOVAs were performed on the five leadership practices and each of the independent variables (admission status, gender, ethnicity, and age) and no statistically significant differences were found.