When good brand communities go bad: an empirical investigation of oppositional behavior

Purpose: The current mandate of the New Education Policy 2020, is to prepare students for the evolving industry practices and skills. Academic qualifications alone through the curriculum are not sufficient to adapt to the VUCA world. Extracurricular activities coupled with co-curricular activities can enforce all round personality development of students. Extracurricular activities make the learner mentally agile, participative, responsive, confident, and independent. An illustration through a case in point enables understanding of the importance of extracurricular activities and how they prove to be beneficial for learners in the higher education system. Approach: Data is obtained through the survey method to study the impact of extracurricular activities. The paper is based on analysis of selected relevant papers and articles related to extracurricular activities. The authors have attempted to incorporate the analysis of primary data to establish the role of extracurricular and co-curricular activities. Result: The analysis shows that both extracurricular and curricular activities contribute towards confidence building, along with the development of knowledge, skills, and attitude Value: With the current mandate of Skill India mission and developing youth for Industry 4.0, to match the skills required in the ever-changing requirement, this paper will contribute to the understanding, of how the skills can be developed for the learners in Higher Education. Type of Paper: Exploratory Qualitative paper

ABSTRACTInformal science learning has been found to have effects on students’ science learning. Through the use of secondary data from a national assessment of 7410 middle school students in China, this study explores the relationship among five types of extracurricular science activities, learning interests, academic self-concept, and science achievement. Structural equation modelling was used to investigate the influence of students’ self-chosen and school-organised extracurricular activities on science achievement through mediating interests and the academic self-concept. Chi-square tests were used to determine whether there was an opportunity gap in the student’s engagement in extracurricular activities. The students’ volunteer and school-organised participation in extracurricular science activities had a positive and indirect influence on their science achievement through the mediating variables of their learning interests and academic self-concept. However, there were opportunity gaps between different groups of students in terms of school location, family background, and especially the mother’s education level. Students from urban areas with better-educated mothers or higher socioeconomic status are more likely to access diverse science-related extracurricular activities.

PurposeThis study contributes towards increased understanding of the perceived value of extracurricular enterprise activities from an entrepreneurial learning perspective. Past decades have witnessed a global increase in the provision of enterprise and entrepreneurship education alongside a growing suite of extracurricular enterprise activities. However, there is a paucity of research examining how entrepreneurial learning might be understood in the context of these activities.Design/methodology/approachThe study draws on an empirical study of student and educator participants across 24 United Kingdom (UK) universities using semi-structured surveys and in-depth interviews. Three main learning theories drawn from the entrepreneurial learning literature: experiential, social and self-directed learning provided a conceptual framework to frame the research phenomenon.FindingsFindings posit that extracurricular enterprise activities provide perceived value in the experiential and social learning opportunities afforded for students. However, these activities are restricted in enabling the experiential learning cycle to be completed due to limited reflection opportunities. Positioning these extracurricular activities outside the main curriculum also empowers participants to self-direct aspects of their learning and develop their autonomous learning capabilities.Originality/valueThe existing literature focusses upon the entrepreneurial learning processes of established entrepreneurs rather than latent and nascent entrepreneurs within a higher education (HE) setting. The limited literature examining HE entrepreneurial learning does so by concentrating upon entrepreneurial learning resulting from in-curricular activities. This study offers novel insights into students’ entrepreneurial learning processes, highlighting the importance of experiential, social and self-directed learning opportunities to the entrepreneurial learning process and the perceived value of extracurricular activities as a platform for these types of learning.

본 연구는 교사의 생활지도가 고등학생의 활동 경험을 매개로 학생의 시민의식과 세계시민성에 영향을 미칠 것이라는 가정 하에 네 변인 간의 구조적 관계를 밝힐 목적으로 수행되었다. 이를 위해 한국교육개발원이 주관한 「한국교육종단연구(KELS) 2013」의 자료 중 6차년도(2018)에 수집된 고등학생 5,683명의 학생설문지와 학생역량조사지의 응답 자료를 토대로 기술통계, 구조방정식모형, 매개효과 분석 방법을 활용하여 분석하였다. 연구 결과 첫째, 교사의 생활지도와 학생의 시민의식, 세계시민성 수준은 모두 보통 이상으로 나타났다. 둘째, 네 변인, 즉, 교사의 생활지도, 학생의 활동 경험, 학생의 시민의식 및 세계시민성 간의 구조적 관계 모형은 적합한 것으로 확인되었다. 셋째, 변인 간 직접효과를 분석한 결과, 교사의 생활지도는 학생의 활동 경험과 세계시민성에, 그리고 학생 활동 경험은 학생의 시민의식과 세계시민성에 직접적인 영향을 미친 반면, 교사의 생활지도는 학생의 시민의식에 직접적 영향을 미치지는 않는 것으로 나타났다. 넷째, 매개모형의 간접효과를 분석한 결과, 교사의 생활지도가 학생의 활동 경험을 매개로 학생의 시민의식과 세계시민성에 간접적 영향을 미치는 것으로 밝혀졌다. 이상 연구 결과는 한국의 고등학교 상황에서 교사의 생활지도가 학생들의 활동 경험을 증진시키고 이러한 활동 경험을 매개로 학생들의 시민의식과 세계시민성이 고취된다는 구조적 관계를 확인시켜 주었다 데 의의가 있는 바, 연구 결과를 토대로 학생의 시민의식과 세계시민성 증진에 도움이 되는 정책적 시사점을 도출하여 제시하였다.This study aims to explore the structural relationship among four variables under the assumption that teacher guidance would affect both the actual national and global citizenship of high school students via their extra-curricular activities. Utilizing responses from 5,683 high school students’ surveys collected during the 6th year of the 「KELS 2013」, descriptive statistics, structural equation modeling(SEM) and mediator effect analysis were performed. Firstly, the result shows that the levels of teacher guidance, citizenship and global citizenship of students were all above average. Secondly, the SEM among the four variables, which include teacher guidance, students’ extra-curricular activities, students’ citizenship and global citizenship was found to be appropriate. Thirdly, while teacher guidance has a direct influence on the extra-curricular activities and global citizenship, it does not directly affect students’ citizenship. Extra-curricular activities, however, are shown to directly affect both students’ citizenship and global citizenship. Fourthly, the analysis of the indirect effect of the mediation model shows that a teacher’s guidance has an indirect effect on the citizenship and global citizenship of students through their participation in the extra-curricular activities. Based on these findings, a few policy recommendations along with suggestions for further study could be drawn.

Purpose Considering the lack of integration of sustainable development goals (SDGs) within architectural engineering education, the purpose of this study is to develop a framework that incorporates the SDGs into a programme through extracurricular research activities. Design/methodology/approach A framework based on case studies was examined. The framework uses extracurricular activities, including an integrated design process and analytical mapping tool. These were accompanied by a comprehensive list of the 17 SDGs and their interpretations. Findings The framework enabled students to develop a systematic understanding of sustainability early on in their design process, leading to a more comprehensive consideration of architectural design issues and increased motivation to prioritise sustainability in architecture. Research limitations/implications The focus was on extracurricular activities rather than integrating the framework into the main programme. Therefore, further research is needed to explore this integration within the core curriculum. Practical implications The implications of research initiatives and extracurricular activities in promoting understanding of the SDGs among undergraduates were highlighted. The recommendations may be valuable for academic institutions aiming to align their planning in higher education with the necessary skills and global requirements as outlined in Agenda 2030. Originality/value The originality of this study lies in its contribution from the field of architectural engineering and its endeavour to incorporate the SDGs into a programme in the Middle East through a research-based approach.

Higher education equips youth with the requisite knowledge and skills for navigating environmental education and sustainability. The current study aims to test a comprehensive model for integrating environmental education and sustainability principles within the higher education ecosystem. The model emphasizes problem-based and service-learning approaches, technological integration, and behaviour change models to foster environmental education, and community engagement and enhance overall well-being. In this study, researchers examined the impact of curriculum, extracurricular activities, and community engagement as independent variables on dependent variables namely environmental education, sustainability, and well-being while also considering the mediating role of the undergraduates' awareness level. Data was collected from a higher education academic Institute in Riyadh, Saudi Arabia. The variance-based structural equation modeling (SEM) technique using Smart-Partial Least Squares (PLS) software was used to test these hypothesized relationships empirically. The study findings revealed a significant positive impact of curriculum development, extracurricular activities, and community engagement efforts on elevating undergraduates' awareness levels. Awareness levels mediated the effect of environmental education, sustainability, and well-being, highlighting the need to integrate environment-related topics into academic and extracurricular activities. This underscores higher education's potential to shape eco-conscious leaders by infusing environmental education into academic life. These findings have implications for higher education institutions, policymakers, and community organizers, emphasizing the importance of a holistic approach to environmental education for a sustainable society. By fostering environmental awareness among youth and integrating it into broader societal initiatives, educational institutions can play a crucial role in shaping a generation committed to sustainability and well-being.

The entire system of higher education has been undergoing considerable public scrutiny in the last several years, and questions about the priorities of universities in conjunction with funding pressures have caused institutions to look more closely at operating systems and assumptions. Out of all this re-examination, a strong call has emerged for re-emphasizing undergraduate education and for enhancing faculty-student interactions. This seems to be a particularly apt time to examine pubic relations education within this framework; this section of universities has received its own share of questions and concerns from public relations professionals. Indeed, some have argued that there should not be any public relations curriculum in universities, suggesting that a broad liberal arts degree would be preferable (Schwartz, Yarbrough, and Shakra, 1992). For those who do support public relations education, there seems to be broad agreement about the need for professional contact and hands-on experiences to be integrated as a key aspect of public relations curriculum (Schwartz, Yarbrough, and Shakra, 1992). This kind of professional interaction and hands-on experience may be approached in a variety of ways. Many universities have incorporated professional public relations experience into job descriptions for faculty (as a review of Spectra job listings over the last several years would indicate) in the hopes that the more practical aspects of the profession would be woven into courses (Hoskins, 1981). Many programs invite professional guest speakers into classes, workshops, conferences, and open lectures. Others build in projects that require students to conduct public relations work for clients as part of coursework. Many also offer internship programs that allow students to work in professional public relations environments. One option that has grown steadily is the presence of Public Relations Student Society of America chapters on campuses. This is an extra-curricular activity in the form of a student organization that offers a great opportunity to address concerns for higher education. This paper explores the research regarding the value of student organizations in general and PRSSA in particular, builds a case for supporting such activities and their advisers, and reports the results of a survey of PRSSA faculty advisers' perceptions. Recommendations for support are provided along with directions for future research. Student organizations Extra-curricular or co-curricular activities have long existed on college campuses, and, recently research has been conducted regarding their impact on education. The research that has been conducted offers consistent and strong support for the value of student organizations to both students and the universities that sponsor them. One key area of strength has been in the area of student retention. Evidence has come from a variety of sources that extracurricular activities, and specifically student organizations, play a central role in reducing dropouts and encouraging student retention (Tinto, 1987; Austin, 1975; Christie and Dinham, 1990; Noel, Levitz, Saluri, and Associates, 1985; Abrahamowicz, 1988; Billson and Terry, 1982; Lenning, Sauer, and Beal, 1980; Ramist, 1981). Much of this work argues that participation in such activities involves students more directly in college life (e.g., Austin, 1975) and that the social integration involved in these activities enhances student commitment to universities (e.g., Tinto, 1987; Christie and Dinham, 1990). Other research suggests that extracurricular activities in general, and student organizations in particular, have numerous benefits for student development beyond staying in school. The Report of the Study Group on Excellence in Higher Education (1984) called involvement the most important condition for improving undergraduate education, and noted that student organizations are a key way students become involved in education. …

In the United States, families know that extracurricular activities serve as a qualitative distinction in postsecondary admissions and merit-based aid awards, leading to competition in their participation and leadership positions. Despite the extensive literature supporting extracurricular activities, there is an incomplete picture of how school characteristics influence high school students’ participation and holding of leadership positions within extracurricular activities. Using the US Education Longitudinal Study of 2002, our study explores how the school characteristics of socioeconomic status, test scores, class size, school urbanicity, and school control shape twelfth-grade participation and holding leadership positions in ten school-sponsored extracurricular areas. From our results, we offer recommendations on how schools can create equitable participation levels and discuss the ever-expanding role of extracurricular activities in defining merit.

This study has been designed to examine extracurricular activities among students in higher education and diversity and inclusivity. It has been observed that extracurricular activities promote diversity among students having different backgrounds. This study has been based on a quantitative study design and conducted at public sector university. The students of sociology and economics consist of the population of the study. A total unit of analysis has been reported as 644 on the day of sampling frame collection. A sample of 213 students has been selected through proportionate random sampling techniques. A cross-sectional study has been conducted using a structured questionnaire. The questionnaire consisted of different sections socioeconomics characteristics, extracurricular activities, and diversity and inclusion. An attitudinal scale of (dis)agreement has been used to measure the responses of the students. Pilot testing has been done to check the reliability of the tool i.e. Alpha values .700 and above. Data analysis included frequency distribution, normality, Kendall’s tau_b, Chi-Square, and regression analysis has been used to draw results and conclusions. The study findings assert that the intersectionality of class, residential background, cultural differences, and extracurricular activities have favorable effects on the diversity and inclusion of students in higher education. The study findings asserted that extracurricular activities have familiar effects on creating diversity and inclusion among students in higher education. Extracurricular activities include sports festivals, quiz competitions, volunteer activities, student get-togethers, seminar activities, and outdoor non-academic activities in the university. The study concludes that extracurricular activities have favorable effects on diversity and inclusion of students in higher education.

Higher education is increasingly concerned with providing students with opportunities for extracurricular activities (ECAs). Over the past decades, China’s higher education endeavors to formalize ECAs as part of the education agenda, leading to a university-wide ECAs mechanism. Employing a constructionist grounded theory, this research delves into the institutional involvement of ECAs in response to an interplay of widening participation, a caring environment, and neoliberal competitiveness. Data were elicited from ECAs policy documents, ECAs notices and news, and interviews with the ECAs task force. Findings unravel why ECAs are of special interest, how ECAs policy and management struggle to reconcile a multiplicity of purposes, and how the ECAs mechanism constructs teachers’ and students’ everyday existence. Then, a model that uncovers the complexity of the institutional involvement of ECAs was presented. It adds nuances and depths to ECA policy and practice and contributes to the scholarship of institutional responses toward graduate outcomes.

Introduction: Schools of higher education can implement practices that promote educationally purposeful extracurricular activities within the context of their campus communities. Community service learning (CSL) activities have traditionally been used in nursing programs as graded course activities, usually in community health nursing courses. Student organizations can be instrumental in providing extracurricular ungraded opportunities for students to do CSL. This paper describes the conduct of an extracurricular CSL activity through a student organization which integrated nursing education competencies. Moreover, it determines the motivations and perceived benefits of extracurricular CSL participation among undergraduate nursing students at a minority-focused event. Materials and Methods: The International Nursing Students Association (INSA) organized a health screening targeted towards minority populations at the 2017 Asian Festival. Students were provided with orientation and practice to conduct the screening. They were also given a chance to experience the many activities of the festival. Following the screening, the student volunteers (N=12) were surveyed to identify motivators for CSL participation; completed a survey for health screening skills and transcultural competencies before and after the event; and wrote a 6-word reflection. Quantitative data were statistically analyzed; qualitative data were analyzed for emerging themes. Results: The predominantly female minority students (83%) joined the CSL activity for personal improvement (50%), commitment to the community (33%), and professional improvement (16%). They had significant (p<0.05) improvement in clinical skills and transcultural competencies. Reflection themes were congruent with the development of clinical skills, contribution to community health promotion, and cultural appreciation. Conclusions: This extracurricular CSL activity improved nursing skills, transcultural competencies, community health promotion, and cultural appreciation. Knowledge of motivators can develop strategies to enhance student participation. Extracurricular CSL activities could be an avenue to integrate nursing education into real-world experiences, providing care for diverse populations.

This study investigates the awareness, implementation, and participation levels of extracurricular educational activities among students, managers, and union officers at Hong Duc University. Extracurricular activities are recognized as essential components of higher education, contributing significantly to students' academic performance, skill development, emotional well-being, and employability. The study surveyed 415 participants, including 50 managers, 35 union officers, and 330 students from various faculties. Data was collected through tailored questionnaires and interviews, with statistical analysis conducted using SPSS to evaluate perceptions and engagement levels. The questionnaires included a four-point Likert scale assessing three dimensions: awareness (7 items), implementation (4 items), and participation (9 items) in extracurricular activities, with mean scores categorized into four levels ranging from low to high engagement. The findings reveal a moderate level of awareness of the importance of extracurricular activities, with experiential learning and vocational training receiving the highest valuation due to their alignment with professional and practical skills development. Cultural, artistic, and sports activities were highly rated in terms of implementation and participation, highlighting their universal appeal and potential for fostering social integration and personal growth. Conversely, activities related to political and ideological education, academic research, and innovative entrepreneurship exhibited lower levels of implementation and engagement, suggesting challenges such as insufficient institutional support and student interest. The study underscores the importance of strategically designed extracurricular programs to enhance students' holistic development. Recommendations include increasing institutional investment, promoting interdisciplinary approaches, and employing engaging delivery methods to address participation gaps in underrepresented areas. Additionally, activities such as public service, volunteerism, and humanitarian initiatives require enhanced coordination and logistical support to foster community involvement and social responsibility among students. Future studies should adopt longitudinal and multi-institutional designs to generalize findings and further explore the evolving role of extracurricular activities in diverse educational contexts.

PurposeThe purpose of this paper is to examine the determinants of effectiveness in public colleges of Punjab (India) from the students’ perspective and the impact of these determinants on the satisfaction level of students. The study further explores the difference in the overall satisfaction of students’ toward college effectiveness on the basis of demographic variables.Design/methodology/approachThe study uses a survey approach. The sample comprises of 369 students from 19 public/government general degree colleges of Punjab (India). Exploratory factor analysis (EFA) has been used to explore the determinants of public colleges and structural equation modeling (SEM) has been used to analyze the impact of these determinants on the satisfaction of students. t-Test and ANOVA have been used to examine the difference in students’ satisfaction on the basis of their demographic variables.FindingsThe research instrument has been tested for both reliability and validity. The findings showed that the eight determinants of the satisfaction of students toward public colleges, namely academic environment, college administration, students support services, learning material, infrastructure facilities, placement services, extracurricular activities and financial administration. These, eight independent variables have been entered into SEM. The SEM model shows that infrastructure facilities, academic environment, learning material, college administration, extracurricular activities and financial administration have a positive and significant impact on the students’ satisfaction. On the basis of demographic variables, significant differences in overall satisfaction have been found for gender and level of education.Practical implicationsPublic higher education sector in Punjab suffers from many limitations. Students are the internal customers of educational institutions and their satisfaction toward higher educational institutions will make every learner’s mind and policymakers in the field of education think seriously about bringing reforms in the higher education sector in Punjab.Originality/valuePunjab, a well-known state of northern India is a leader in providing higher education. But, it is a fact that public higher education sector in Punjab has been facing many challenges. Student satisfaction is the central goal of any institution and this research helps to develop new insight in the quality of public higher education.

Purpose: The purpose of this research is to investigate the influence of different antecedents of perceived employability among higher education students, including career engagement, involvement with the university environment (assessed through academic performance and participation in extracurricular activities), the prestige of the higher education institution, as well as the students’ gender, socioeconomic status, and core self-evaluations. Originality/value: The study seeks to enhance the understanding of the antecedents of the perceived employability of higher education students in Brazil, addressing a gap in the national literature on career development and professional insertion, which lacks quantitative research on perceived employability. Design/methodology/approach: A survey was conducted with the participation of 506 students from different higher education institutions in Rio de Janeiro. Hypotheses were tested using structural equation modeling. Findings: The results showed that perceived employability is positively influenced by participants’ core self-evaluations and socioeconomic status, as well as by the prestige of their higher education institution, career engagement, and participation in extracurricular activities. Furthermore, the impact of career engagement on perceived employability was fully mediated by participation in extracurricular activities. Finally, gender and academic performance did not influence perceived employability.

Construction of a Collaborative Platform for Innovation Teaching Based on SNS