A Qualitative Exploration of Alumni Reflections on Student Leadership Practices through Co-Curricular Engagement in Public HEIs

This study investigates the leadership practices developed by students through co-curricular engagement in a public higher education institution (HEI). The research aims to examine the leadership roles undertaken by students during their years and the extent to which these roles contributed to the development of leadership practices. Leadership roles refer to formal positions such as student council members or event coordinators, while leadership practices encompass the application of skills in real contexts, including communication, teamwork, and decision-making. The study also examined the perceived benefits and challenges encountered by students as they balanced academic responsibilities with active participation in co-curricular activities. The qualitative research design was used to record rich and detailed insights. Two male and four female alumni of HEI were selected for semi-structured interviews using purposive sampling technique. Key insights and common patterns in the data were found through thematic analysis. The results show that organized university platforms such as student councils, events, and leadership training programs are the main catalysts for the development of student leadership. These platforms promoted critical thinking, teamwork, time management, and effective communication. Two main themes emerged from the data: 1) Student leadership practices and their impact on personal and professional development, and 2) Institutional support mechanisms that have facilitated or restricted the involvement of students in student leadership. Although most alumni reported positive results in terms of leadership development, they also pointed to a number of challenges, including time constraints, academic pressure, and sometimes lack of institutional support or coordination. The study concluded that leadership development in higher education requires both an engaged student population and a supportive institutional framework. The findings underlined the importance of aligning institutional guidance strategies with the development needs of students and strengthening the design and implementation of co-curricular programs. The study recommended that students should take an active and participative approach to leadership opportunities offered during their academic career to prepare them for future professional roles and societal contributions.