The impact of engagement with extracurricular activities on the student experience and graduate outcomes for widening participation populations

Abstract

This research examined extracurricular activity (ECA) effects on students’ experiences, outcomes and future job prospects. A survey of diverse undergraduate students, along with alumni and potential employer interviews, revealed differences in students’ engagement with ECAs beyond the classroom. Variations between ‘traditional’ and ‘widening participation’ student groups emerged, with older and ethnic minority students spending more time with non-university ECAs, engaged in family, religious and solitary activities. Lower socio-economic status (SES) students spent more time working, and less time engaging in ECAs. Alumni reflected ECAs as key to developing self-identity, social networks and career prospects/pathways. Employers stressed the value of ECAs for ‘distinguishing’ candidates, providing evidence of cultural fit, leadership, commitment, and ‘selling’ original activities. As (university-linked) ECAs were key for undergraduate outcomes and graduate employment prospects, emerging ethnic, age and SES patterns of engagement have implications for persistent inequalities in employment (despite widening participation agendas)

“It’s making contacts”: notions of social capital and implications for widening access to medical education

“…Moreover, as found in earlier studies (Brown and Garlick 2007), they may feel handicapped by their reduced opportunities for social relationships with people that can help them access valuable resources. For some under-represented students, socialising and networking opportunities may take a lower priority than other extra-curricular activities such as paid work, family time and religious practices (Stuart et al 2011).…”

“…The helpful heuristics of bridging and linking social capital and its associated weak ties enable us to reconceptualise our WA initiatives considering how best to facilitate students accessing the information and resources they value, and need. Similarly, it may be helpful to consider interventions for medical students which bring to their attention ways of strengthening their social capital (Oakley 1991;Stuart et al 2011). If we are serious about increasing the numbers of students from lower socio-economic groups entering and succeeding in medicine, then we are beholden to examine what Woolcock (1998, p. 185) calls the synergy between ''bottom-up capacity and top down resources'' highlighting the importance of creating a ''dynamic and cooperative relationship'' between the macro (institution) and micro (individuals).…”

Student voice and influence on employability in Australian higher education

“…Research suggests that employers value extra-curricular participation as a means of distinguishing between similarly qualified graduates and providing a potential indication of cultural fit, social skills, and communication skills (Stuart, Lido, Morgan, Solomon, & May, 2011). There has been a recent trend towards formally recognising extra-curricular participation through modified or supplemented academic transcripts and/or within student portfolios of achievement.…”

One size does not fit all: Tailoring Peer Support Programmes for optimal student engagement

“…Such students, who are often considered to inhabit the peripheries of university life, are considered unlikely to engage in large-scale, extracurricular interventions (Stuart et al, 2011). Our WP students are disparate in their needs, expectations and experiences; we therefore believe that we need to be flexible in our provision of engagement opportunities and seek out the 'hard to reach' students in order to support, in the best way we can, the complexity and heterogeneity of their needs.…”