Does All Work and No Play Make a Dull Graduate? Perceptions of Extra-curricular Activities and Employability

Abstract

It has been argued that there is a prima facie case as to why extra-curricular activities should be thought to contribute to graduate outcomes, yet few studies have examined student activities beyond the classroom and their role in student experience and graduate outcomes. This study collected data via a questionnaire survey (n=852) and a series of focus groups with students (n=95) to examine undergraduate perceptions of the role that extra-curricular activities play in developing employability skills. It was found that extracurricular activities were significantly correlated with other employability related aspects of student experience and viewed favourably by students in terms of CV building and enhancing employability. Yet students also reported that it was often difficult to participate in activities outside of their academic work and paid employment. It is concluded that the value of extra-curricular activities is widely recognised and universities should support students who wish to engage in them. Furthermore, future programmes aimed at harnessing the capacity of extra-curricular activities to develop student employability need to give due consideration to strategies for enhancing inclusion and diverse participation.

Full text

Vol 4 | Issue 1 (2016) | pp. 13-18
© 2016 Journal of Perspectives in Applied Academic Practice 13
Does All Work and No Play Make a Dull Graduate? Perceptions of
Extra-curricular Activities and Employability
Sharon Milner, Wendy Cousins and Iain McGowan
Ulster University, Northern Ireland
ABSTRACT
It has been argued that there is a prima facie case as to why extra-curricular activities should be thought to contribute to
graduate outcomes, yet few studies have examined student activities beyond the classroom and their role in student experience
and graduate outcomes. This study collected data via a questionnaire survey (n=852) and a series of focus groups with students
(n=95) to examine undergraduate perceptions of the role that extra-curricular activities play in developing employability skills. It
was found that extracurricular activities were significantly correlated with other employability related aspects of student
experience and viewed favourably by students in terms of CV building and enhancing employability. Yet students also reported
that it was often difficult to participate in activities outside of their academic work and paid employment. It is concluded that the
value of extra-curricular activities is widely recognised and universities should support students who wish to engage in them.
Furthermore, future programmes aimed at harnessing the capacity of extra-curricular activities to develop student employability
need to give due consideration to strategies for enhancing inclusion and diverse participation.
Keywords: extra-curricular activities, employability, undergraduate, students
Background
Governments internationally look to higher education to deliver employable graduates and to increase the quality of human capital
that is deemed necessary for economic effectiveness and competitiveness in modern knowledge-based economies. In an unsettled
economic and political climate, the issue of graduate employability has gained increased currency and UK universities are specifically
tasked with making explicit how they will help their students to develop the relevant skills and experiences for future employment,
(Department for Business, Innovation and Skills, 2009). Despite the burgeoning research on employability and the availability of a
wide range of models purporting to explain it, employability itself remains a contentious concept open to a “plethora of micro-
interpretations” (Harvey, 2003). The issue of how ‘employability’ is actually defined is a complex one, however it has been widely
understood as:
“A set of achievements – skills, understanding and personal attributes – that makes graduates more likely to gain employment
and be successful in their chosen occupations, which benefits themselves, the workforce, the community and the economy.”
(Yorke, 2006, p.23)
In this definition it is important to note that employability implies something about the skills and capacity of the graduate to function
in a job, and is not to be confused with the acquisition of a job, whether a ‘graduate job’ or otherwise (Yorke, 2006). In order to meet
the challenge of enhancing student employability, many universities have developed strategies to embed employability across the
whole curriculum, including the development of employability and work related modules, employability ‘strands’ across
programmes, problem based and work related learning, skills identification and curriculum audits (Watson, 2011). However, by
placing such an emphasis on the embedding of employability skills within the curriculum, it has been argued that universities may be
missing the opportunity to draw on the rich experience of learning which occurs outside the curriculum which may also contribute
towards a student’s employability (Watson, 2011).
In an increasingly competitive employment market, engaging in extra-curricular activities such as sport, the arts and volunteering
can offer students the opportunity to mark themselves out from their peer group (Stevenson & Clegg, 2012). Yet although there may
be a prima facie case as to why extra-curricular activities should be thought to contribute to graduate outcomes (Clegg, Stevenson, &
Willott, 2008) very few studies have examined student activities beyond the classroom and their role in student experience and
subsequent outcome for graduates (Little, 2006). Additionally, it has been found that students themselves may not always perceive
the value of extra-curricular activities and may downplay the possible contribution of these to their future employability in
comparison to activities which were embedded within the university curriculum (Watson, 2011). In not recognising how their
personal interests and achievements may enhance their employability, students may not document the contribution these make to
developing and demonstrating their skills. Nevertheless, there is some research evidence that engagement in extracurricular activities
while at university is particularly valuable in enabling students to feel a part of the university and in developing personal confidence

Journal of Perspectives in Applied Academic Practice | Vol 4 | Issue 1 (2016)
Does All Work and No Play Make a Dull Graduate? Perceptions of Extra-curricular Activities and Employability
© 2016 Journal of Perspectives in Applied Academic Practice 14
and effective communication skills (Stuart, Lido, Morgan, & May, 2008). Furthermore, extra-curricular experience has been found to
enable access to better occupational status and enable graduates' effective transition to work (Tchibozo, 2007). It has also been
suggested that involvement in extra-curricular activities is related to successful employment outcomes (Blasko, 2002) with one large
UK study (n=5242) finding that 51% of employed graduates felt that their experiences of volunteering helped them to find work
(Brewis, Russell, & Holdsworth, 2010). There would appear to be a developing case for the recognition of the value of extra-curricular
activities in order to support the development of employability in students (Watson, 2011). This viewpoint is wholly in accord with
the concept of ‘life-long learning’ inclusively defined as "all learning activity undertaken throughout life, with the aim of improving
knowledge, skills and competences within a personal, civic, social and/or employment-related perspective" (European Commission,
2001, p.9).
In order to support the development of students as lifewide learners and support this process of enhancing student potential, a record
of student achievement, the Higher Education Achievement Report (HEAR) document (Burgess, 2012), has been adopted by a
number of higher education institutions across the UK. Section 6.1 of this document aims to capture the totality of the student’s
performance whilst at university by providing formal recognition of activities that are both co-curricular and extra-curricular, thus
representing a wider range of achievements to employers and postgraduate tutors.
At a national level, Higher Education (HE) institutions can opt out of providing their students with a HEAR. However within
Northern Ireland the Department for Employment and Learning (DEL) proposed that all third level HE institutions within the
region utilise the HEAR, thereby:
“Equipping individuals with the distinctive range and quality of skills and attributes needed for an increasingly competitive
international workplace”. (Department for Employment and Learning, 2015)
The first cohort of full-time Ulster University undergraduate students graduated with their HEAR in July 2014
Co-curricular awards also can provide a 'gateway' to a range of experiences, and can ensure that students recognise even apparently
insignificant experiences as potentially useful in an occupational context (Association of Graduate Careers Advisory Services, 2012).
Academic performance is often noted as not being the most important factor with most employers as they place “motivation and
interest, organisation fit, skills and work experience higher up their list of desirable criteria” (Pennington, Mosley, & Sinclair 2013,
p.9). Therefore student engagement in extra-curricular activities is a way of developing these desirable skills and attributes.
Ulster’s employability award, the Ulster EDGE Award, provides formal institutional recognition of these employability enhancing
extra-curricular activities. Its aim is to encourage students not only to participate in such activities but also to recognise their value,
thus adding to the wider student experience at Ulster and embracing the concept of lifewide education (Milner, 2014). Many other
universities have also recognised the value of extra-curricular activities and are accrediting the development of employability skills
alongside the subject specific and transferrable skills associated with a degree. Currently, there are over 67 institutions that formally
accredit employability skills within an award scheme (AGCAS Award Task Group, 2011). Increasingly these awards are being seen as
a way of supporting graduate employability (Association of Graduate Careers Advisory Services, 2012; AGCAS, 2012) and form part
of the material recorded in section 6.1 of the HEAR.
Aim
In the context of a wider study into employability development (Milner, 2009) this paper aims to present quantitative and qualitative
data on student perceptions of the role that extra-curricular activities may play in developing employability skills.
Methodology
This study used mixed-methods in order to flexibly approach the complex phenomena of ‘employability’ and ‘extra-curricular
activities’ with both quantitative and qualitative data collection strategies in order to allow for the triangulation, complementation
and expansion of the issues (Johnstone, 2004). This mixed-methods approach has been recognised as a key way for educators to
conduct research (Tashakkori & Teddlie, 2003) for when researchers bring together both quantitative and qualitative research, the
strengths of both approaches are combined resulting in a better understanding of research problems than either approach alone
(Cresswell & Garrett, 2008).
Over a two year period Ulster University carried out an Employability Development Opportunities Review across all faculties with 13
Schools/Departments participating, representing 20 undergraduate and postgraduate programmes from across the university.
Students were surveyed regarding the employability development opportunities on their course through the use of a questionnaire
examining nine areas of student experience: curriculum development; learning from work; personal development planning;
enterprise; innovation and creativity; transferring learning between contexts; real world activities engagement; graduate employment;
career development learning/career development centre engagement and extra-curricular activity. Three questions were asked
directly pertaining to extra-curricular activities and these loaded directly onto a total score for extra-curricular activity. A four point
Likert scale was used with 1= the most negative opinion and 4= the most positive opinion. To maximise response, questionnaires
were completed by students in class or online and a total of 605 responses were received. No personally identifying data was collected

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Does All Work and No Play Make a Dull Graduate? Perceptions of Extra-curricular Activities and Employability
© 2016 Journal of Perspectives in Applied Academic Practice 15
and participant anonymity was assured. Data was stored and analysed using IBM SPSS Statistics. In order to collect qualitative data
on student experiences and their perceptions of employability, a series of 14 focus groups were also carried out with 95 students
taking part. Within these focus groups an open ended question about experience of extra-curricular activities was asked to solicit
student opinions and experiences. This was then audio-recorded, transcribed verbatim and content analysed for emerging themes.
Results
A total of 852 students responded to the questionnaire survey. A total of 27.8% of these respondents either agreed or strongly agreed
with the statement that my degree course “encouraged me to record my extra-curricular activity and responsibilities”. Slightly less
than a third of respondents (32.6%) agreed or strongly agreed that their course “emphasised the importance of taking part in extra-
curricular activity for my CV and skills development” and 25.2% of respondents agreed or strongly agreed that their course
encouraged them “to take part in voluntary work”. Statistical analysis showed that the overall total score for extra-curricular activity,
consisting of the combined scores for these three questions, was significantly positively correlated with high scores on each of the
other eight areas of aspects of employability development as measured by the student experience questionnaire.
Pearson’s r correlation
Extra- Curricular Activities
r
P<
Curriculum
0.373
0.01
Learning for work
0.276
0.01
Personal Development Planning
(PDP)
0.397
0.01
Enterprise
0.336
0.01
Transfer Learning
0.391
0.01
Real world Activities Engagement
0.474
0.01
Graduate Employment
0.455
0.01
Career Development Centre
Engagement
0.554
0.01
Table 1: Extra-curricular activity correlated with other aspects of employability development as measured by the Employability
Development Review Questionnaire
In the series of focus groups students also spoke positively about the importance of extra-curricular activities and it was notable that
all of the students who commented felt that these were important. The first theme to emerge from the focus group comments was the
value participants placed on extra-curricular activities, particularly with regard to building a CV and impressing potential employers.
“With wanting to do PGCE I have been encouraged to partake in extracurricular activities to build up my CV.”
[Sports Student]
“Lecturers are saying it’s all about the extra free stuff that you do with kids that counts on your CV.”
[Journalism Student]
“It [extracurricular activity] would look good on your CV and gives you something to talk about in interviews.”
[Accountancy Student]
The second theme to emerge from the discussions was the stated belief that using extra-curricular activities to enhance future
employability was something that students tended to do under their own initiative or through the encouragement of careers staff
rather than something embedded within a course curriculum.
“Not everyone is willing to do extra stuff to put on your CV… that’s their own fault. We know through careers and stuff that
you need to do extra to help with getting a job.” [Sports and Exercise Science student]
“We all know that extra-curricular activity is good for CV but we weren’t explicitly told or encouraged to engage in it … I
know when I was in America one of the employers says that when he gets a CV he flips to the personal stuff first ‘cause it tells
you about a person’s personality.” [Art and Design student]

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“For counselling I have recently taken on another course on peer mentoring, have to as employers won’t take anyone without
voluntary work behind them and you have to do that on your own initiative in order to gain a job in counselling but we are
not told this through our degree” [Psychology student]
Yet despite the value placed on extra-curricular activities, a third theme emerged with students noting that it was often difficult to
participate in activities outside of their academic work and paid employment.
“Well as far as I was concerned I took it upon my own back to do things you know, community work and things ‘cause no real
School support given to engage with it.” [Ceramics student]
“what employers are saying … live at home, work your ass off, work for free when you are young and then it would come
together for you having built up your experience on your CV.” [Communications student]
“Most volunteer work lasts six weeks and most of your time has to be spent doing work so you don’t actually have any free
time to voluntary give to someone.” [Computing and Intelligence Systems student]
Participation in extra-curricular activities was reported to be especially difficult if support for this was not provided by academic
departments and if personal finances were an issue. While extra-curricular activities were seen as valuable for developing
employability and with students reporting they took an initiative to participate in activities outside of their academic work,
nevertheless the issue was not unproblematic with focus group participants reporting some conflicts due to time and money issues.
However those students who had recently graduated with the Ulster EDGE Award were complementary regarding the skills that they
gained from participating in the activities within the Award scheme:
“Completing the EDGE Award has given me more confidence going forward. I have gained an experience that I have learned
a lot from and a certificate to prove it, it really does feel like I’ve got an edge and can compete with other graduates for
employment” [Psychology graduate]
Discussion
This study was not without limitations. It was based within one university and relatively small scale in that it only examined extra-
curricular activities in the light of a much wider project. As such, it must be considered exploratory in nature. In particular, more in-
depth discussions with students focusing specifically on their experiences and perceptions of extra-curricular activity and
employability would yield richer and more complex data. In considering the meanings of ‘extra-curricular’ we also need to be
mindful that the definition of the term is open to debate (Clegg, Stevenson, & Willott, 2008). For some focus group participants it
meant sports or arts activity while for others it meant voluntary or community work or even taking additional educational courses.
Further research is required to investigate the influence of these differing kinds of ‘extra-curricular-activity’ on employability and
indeed to elucidate what the concept ‘employability’ itself means to students who are expected to acquire this quality. Yet despite this
present ambiguity, extra-curricular activities, defined in their broad sense, did seem to have a resonance with students’ perceptions of
employability and this study has raised some interesting issues in relation to extra-curricular activities and their role in the
development of employability.
It was particularly notable that extracurricular activity was significantly positively correlated with other aspects of employability
measured in the Employability Development Opportunities Review questionnaire survey. This finding was further supported by
qualitative data from the focus group discussions in which undergraduate students overwhelmingly described extra-curricular
activities as valuable pursuits. In spite of this, focus group participants were inclined to believe that participation in extra-curricular
activities was dependent on the student’s own initiative, rather than something encouraged as part of their academic studies.
With this in mind, it may therefore be important for teaching staff to discuss and promote the links between extra-curricular
activities and employability development within each course curriculum in order to raise awareness of the potential value of activities
undertaken in students’ own time. Formal Institutional recognition of employability enhancing activities, situated beyond the
curriculum could encourage students not only to participate in such activities but also to recognise their value. One method of
supporting such activities are award schemes such as the Ulster EDGE Award. This is recognised and validated by the University and
with the aim of encouraging students to take part in work experience and community activities and thus develop their employability
skills outside of the curriculum. This is then recorded on section 6.1 of the HEAR as a further validation. The activities and
assessments which form part of such an award can also give the opportunity for students to reflect upon the value of their activities
and articulate their employability value to others (Watson, 2011). Yet it is also acknowledged that the assessment central to this kind
of award scheme can be resource intense, particularly at a time of financial constraints throughout the higher education sector.
It should also be recognised that high levels of part-time employment, particularly among students from less privileged backgrounds,
may have a detrimental impact on student capacity to engage in other employability-enhancing activities. With the increase in e-
learning, an increasing number of students are accessing a purely “virtual campus” and some can find this environment challenging
and isolating (Kernohan, Cousins, McGowan, Donnelly, & Shannon, 2011). Enabling a greater integration of extra-curricular
activities into the learning experience could provide an opportunity for these distance-students to feel supported by their academic
institutions, enhancing collegiality as well as employability, however the design of programmes to allow this to happen would need
careful thought and appropriate resourcing.

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While this study did not collect data on gender issues these also need to be taken into consideration in future research and policy.
Stevenson and Clegg (2012) have found that women frequently undervalue their participation and are more likely to be dismissive of
the potential value of extra-curricular activity to their employability than men, as a consequence they argue that higher education
institutions need to support women students to recognise the value of their participation. Clearly, future programmes aimed at
harnessing the capacity of extra-curricular activities to develop student employability need to give due consideration to strategies for
enhancing inclusion and diverse participation. Definitions of “extra-curricular activity” based on the assumption of “a full-time
student with the economic, social and cultural capacities to access opportunities, engaged in no or limited outside employment,
unencumbered by domestic responsibilities, largely campus based and independent, and discursively entailing the able, fit body”
(Stevenson & Clegg, 2012, p2) may be inherently discriminatory.
In has been argued that the ideals of a well-rounded education require attention to students as whole people who learn in and out of
the classroom, always and everywhere (Hersh, 2009). Similarly, the idea of lifewide education is proposed to enable learners to
prepare themselves for the unknown complexities and challenges of their future lives (Jackson, 2014). The student participants in the
present study, clearly recognise the value of extra-curricular activities within their own lives and for their own futures. In order to
adopt an approach that is holistic and integrative enough to support the development of students’ full potentials across their entire
higher education experience, the increasing recognition by UK universities of the value of these extra-curricular experiences
(AGCAS, 2012) is to be welcomed and encouraged.
Biographies
Sharon Milner is the Employability Development Manager at Ulster University. She is a chartered psychologist and a Fellow of the
Higher Education Academy. She supports staff in evaluating and embedding employability good practice. She also manages the
University’s employability award (Ulster EDGE).
Wendy Cousins is a chartered psychologist and a Fellow of the Higher Education Academy. She is a member of the Research Centre
for Intellectual and Developmental Disabilities at Ulster University where she is course director for degree programmes in health and
wellbeing.
Iain McGowan is a lecturer at Ulster University School of Nursing where he is academic lead for quality assurance and an associate
member of the Institute of Nursing and Health Research. He is a registered mental health nurse, an experienced nurse tutor and a
Fellow of the Higher Education Academy.
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