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

TLDR

The study investigates how extracurricular activities influence students’ experiences, academic outcomes, and future employment prospects. The authors surveyed diverse undergraduates and conducted alumni and employer interviews to assess patterns of extracurricular engagement beyond the classroom. The results show that widening‑participation students—especially older, ethnic minority, and low‑SES groups—engage differently with ECAs, with many spending more time on non‑university activities or work, while alumni and employers view ECAs as crucial for identity, networking, leadership, and employability, highlighting how engagement patterns may perpetuate employment inequalities.

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).