Phenomenological study: How organizational structures and change processes influence student learning

Educational institutions create organizational structures for younger students with limited work experience. New generations of adult students require different organizational structures to improve success. The current phenomenological qualitative study addressed the lack of consensus of what types of organizational structures in higher education influence student learning. The purpose of the current qualitative, phenomenological study was to explore and describe the lived experiences of student leaders' perceptions of what type of organizational structure in higher education meet the needs of students in a diverse private university in the Midwestern, United States. The recognition of systematic oppression of minority students emerged in theme one. Early involvement and access to leadership positions advanced as a key factor in advancing into leadership positions in later academic career surfaced in theme two. Network actively with peers and other leaders came forward in theme three. Student leaders acquired more knowledge about diversity issues on campus through his or her experience on campus emerged in theme four. Finally, finding a career path and developing work experience came forward in theme five. Of significance, the interrelationship of theme one and two was an important finding for leadership. Leadership should actively recruit minority students into leadership roles early in his or her academic career and track the student's progress throughout their academic career.