Engagement with extra-curricular activities at a post-92 United Kingdom university: experiences of sport, applied science and psychology undergraduates

As part of the sustained drive to enhance student development, graduate outcomes and employability across the higher education (HE) sector, universities, student unions and employers are actively encouraging their learners to simultaneously undertake extra-curricular activities (ECAs) while completing their formal studies. HE institutions have long promoted a broad range of ECAs that provide all students with the chance to undertake paid and voluntary work. But while some students appear eager to take up these opportunities, others who may have much to benefit are either unable to commit or see little value with doing so. This study extends the ECA literature by investigating 552 undergraduate sport, applied science and psychology students’ experiences of these schemes and any reasoning which drove or restricted their consequent engagement. Astin’s Student Involvement Theory was used to frame and explore the survey findings. Most noticeably, the study highlighted how engagement with ECAs across all disciplines was low, despite participants recognising their relevance and most being academically engaged within their studies. Additionally, our findings are the first to suggest that a lack of knowledge around expected roles and responsibilities and application processes were primary reasons for poor ECA take-up. Practical recommendations to support university management teams with effectively designing and promoting future ECAs that are more likely to meet student needs and motivations are provided. Longer‑term benefits of these actions may lead to improved student outcomes, including employability and postgraduate entry rates. Study limitations and future research avenues are provided.