Abstract
This paper addresses the emerging theme in the literature that graduates often do not demonstrate the relevant skills to employers in job applications, interviews and in the workplace, and that HEIs should harness the potential of extra-curricular opportunities to enhance employability (Tchibozo, 2007; Griffiths et al., 2017). This study reports on a survey which was distributed to students in voluntary committee roles at one university to garner information around students’ ability to identify the skills gained in their roles that are transferable as employability skills. The students’ level of confidence and readiness to articulate these skills during the job application process was then explored. Results suggest that, while students feel as though they are confident and ready to draw on skills developed in extra-curricular voluntary roles, questions could be raised as to whether their ability to identify and articulate them accurately reflects their level of confidence. Therefore, a workshop and resource have been created as part of the project to help students be able to recognise and articulate the employability skills gained.
Highlights
It has become increasingly important, since the turn of the century, that students are employable when they leave university (Allen et al, 2013; Tymon, 2013; Griffiths et al, 2017)
With the wide-ranging leadership opportunities available to students, this is an area that universities can harness to drive the employability of their students, and in doing so, benefit the university’s ranking and reputation in league table performance; something that universities are increasingly looking to prioritise (Tymon, 2013)
Findings can be drawn from the survey around motivations for volunteering in extracurricular activities (ECAs), skills and attributes acquired, and students’ perceived confidence in articulating skills gained in a graduate job application
Summary
It has become increasingly important, since the turn of the century, that students are employable when they leave university (Allen et al, 2013; Tymon, 2013; Griffiths et al, 2017). While it is widely accepted that extracurricular activities (ECAs) enhance the student experience, and there is a growing body of literature on their role in aiding the socialisation process and fostering a sense of belonging at university (Tieu et al, 2010), their value in enhancing employability is less well-documented (Winstone et al, 2020). The literature that does exist indicates that ECAs can be beneficial for social networking, developing skills and improving employability (Stevenson and Clegg, 2011; Clark et al, 2015). In this paper, when referring to ECAs, the authors are predominantly referring to societies, clubs and voluntary roles and not to activities such as placements, part-time jobs or studying abroad
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