About Extra-Curricular Activities of The University Graduate – Student’s Viewpoint

Abstract

Abstract. Extra-curricular activity of modern youth, including university students, is considered to reduce. Students are thought to demonstrate consumer's attitude, unwillingness to participate in any social activity, and as a result, the level of soft skills acquired by university students is decreasing. The study of social activity of 100 Bachelor graduates from TPU, including the program "Electrical engineering", indicated the role of the university in creation of conditions for competence development during training of students according to individual educational trajectory and development of their social (extra-curricular) activity.

Examining the Linkage between Students’ Participation in Co-curricular Activities and their Soft Skill Development

“…Usually soft skills are learned through observations, practice, experience and the students' participation in various CCAs. Numerous studies pointed out that the students' involvement in various CCAs or ECAs, lead to the development of their diverse personal skills and social skills, that is, soft skills (Brandfon, 2018;Dhanmeher, 2014;Ivaniushina & Zapletina, 2015;Ivanova et al, 2017;Nghia, 2017;Prianto, 2016;Villalobos et al, 2016).…”

“…Prianto (2016) found that the more intensively the college graduates are involved in ECAs, the better the quality of soft skills and readiness to work they have. Ivanova et al (2017) observed that the students who participate in ECAs are more likely to develop their soft skills than the students who do not participate in such activities. Cariaga and Molina (2016) indicated that the students of some universities in Philippine have developed their personality through their participation in diverse ECAs.…”

“…Examples of CCAs or ECAs may include: general knowledge competition, essay writing competition, debating, drawing competition, various sports, diverse cultural programs, science exhibition, social awareness building, blood donation program, and so on. CCAs have received much attention from different researchers and academics across the world due to their positive effects on academic performance, various skills and personality development of the students (Ahmed, Rahman, Ali, Rahman, & Al-Azad, 2015;Bashir & Javed, 2012;Brandfon, 2018;Cariaga & Molina, 2016;Daniyal, Nawaz, Hassan, & Mubeen, 2012;Dhanmeher, 2014;Freeman, 2017;Ismail et al, 2016;Ivaniushina & Zapletina, 2015;Ivanova, Martins, & Kaftasev, 2017;Jamal, 2012;Kumar & Selvaraju, 2014;Le, 2013;Mehmood et al, 2012;Nghia, 2017;Prianto, 2016;Ritchie, 2018;Siddiky, 2019;Singh & Mishra, 2015;Villalobos et al, 2016). Mehmood et al (2012) found that CCAs have significant relationship with the development of such personality traits as self-confidence, honesty, adaptation, sociability, sympathetic attitude, social obligation and sense of responsibility among secondary school students.…”

Internal education quality evaluation as a factor of development of engineering education quality in Russia

“…As for professional and public accreditation and attainment certification, if they are provided by normative framework of higher education system and have had a definite success [7,8], they are not fully implemented and still lie ahead for next ten years.…”

Does soft skill development vary among the students? A gender perspective

“…They are organized in order to help the students to gain a better understanding of the course and facilitate their different skill development tasks (Dhanmeher, 2014;Ingale, 2014;Siddiky, 2019). A number of studies have proposed that CCAs have effects on the development of personality and diverse soft skills of the students (Brandfon, 2018;Daniyal, Nawaz, Hassan, & Mubeen, 2012;Dhanmeher, 2014;Ismail et al, 2016;Ivaniushina & Zapletina, 2015;Ivanova, Martins, & Kaftasev, 2017;Kumar & Selvaraju, 2014;Jamal, 2012;Le, 2013;Mehmood, Hussain, Khalid, & Azam, 2012;Nghia, 2017;Prianto, 2016;Siddiky, 2019;Singh & Mishra, 2015;Villalobos et al, 2016). These activities are very important parts of educational institutions to develop the students' personality, morality, integrity and ethics, and strengthen the classroom learning (Ingale, 2014).…”