The impact of participation in Forestry Students’ Scientific Association of Warsaw University of Life Sciences on professional and personal development of students

Autorzy

• Przemysław Pluta Forestry Students’ Scientific Association of Warsaw University of Life Sciences
  Nowoursynowska 159, 02-776 Warsaw, Poland
• Robert Tomusiak Forestry Students’ Scientific Association of Warsaw University of Life Sciences
  Nowoursynowska 159, 02-776 Warsaw, Poland
  Warsaw University of Life Sciences, Institute of Forest Sciences, Department of Forest Management, Dendrometry and Economics of Forestry
  Nowoursynowska 159, 02-776 Warsaw, Poland
• Artur Obidziński Forestry Students’ Scientific Association of Warsaw University of Life Sciences
  Nowoursynowska 159, 02-776 Warsaw, Poland
  Warsaw University of Life Sciences, Institute of Forest Sciences, Department of Forest Botany
  Nowoursynowska 159, 02-776 Warsaw, Poland
  e-mail: artur_obidzinski@sggw.edu.pl

Abstract

This study aims to evaluate the impact of students participation in the Forestry Students’ Scientific Association (FSSA) at the Warsaw University of Life Sciences on their professional and personal development. The research was based on empirical data collected through an anonymous online survey of 28 questions conducted among former and current members of the Association. A total of 263 correctly completed questionnaires were qualified for analysis. The data were processed using statistical methods, including the chi-squared test to assess the significance of differences in multiple-choice responses, and the Mann–Whitney test to examine the relationship between the level of respondents’ engagement and the outcomes of their development. The results indicate that participation in FSSA significantly fosters professional and soft skills development. The most frequently reported outcomes included fieldwork skills (86%), teamwork abilities (78%), specialized forestry knowledge (66%), and public speaking skills (62%). Furthermore, 82.5% of respondents considered the competencies acquired through the Association useful in their professional work, with 44.9% rating them as highly significant. Nearly half of the respondents declared that the experience gained FSSA was an asset during their recruitment processes. A strong relationship was observed between the level of involvement in the Association activities and both the scope of competencies acquired and their applicability in professional practice (p ≤ 0.001). Activities identified as having the greatest developmental impact included participation in field research and scientific conferences, as well as preparing presentations and research projects. The findings confirm that activities in FSSA integrate theoretical knowledge with research and social practice, thereby implementing the concept of learning by doing. Participation in activities of the Association contributes to multidimensional professional and personal growth, enhancing graduates’ competitiveness in the labor market. These results highlight the need to support students’ scientific
associations as an effective component of academic education and as an example of innovative teaching methods applicable at other levels of education.

Keywords

• hard and soft skills
• career development
• higher education
• progressive pedagogy
• learning by doing