Developing generic skills for students via extra-curricular activities in Vietnamese universities: Practices and influential factors

Abstract

Developing generic skills (GS) for students has become central in many higher education curricula in recent times. However, there is still a lack of studies regarding how these skills are developed for students, especially in developing countries. Drawing from a PhD study, this paper reports the contribution of extra-curricular activities in developing GS for students in Vietnamese universities and analyses factors influencing the effectiveness of developing GS for students via these activities. A content analysis of relevant documents and 69 interviews with university leaders, academics and organisers of the Youth union and its associates (YUA) showed that extra-curricular activities were an integral component of a university's strategy for training students in GS. This was due to a lack of autonomy over the curriculum, which prevented most Vietnamese universities from adding skills subjects into the curriculum. Furthermore, the YUA also had a long-standing tradition of developing non-discipline-specific skills for students. The YUA were found to be successful in developing GS for students via extra-curricular activities; however, their operation was influenced by university leadership, student participation, external stakeholders' support, and the leadership of the YUA. The paper argues that extra-curricular activities were conducive to developing GS for students; therefore, they should be included in skills development programs in higher education.

Examining the Linkage between Students’ Participation in Co-curricular Activities and their Soft Skill Development

“…Finally, we have found that there is a moderate positive association between students' participation in CCAs and their extroversion development since the value of Kendall's tau-b is .511. In this regard, the empirical evidence has supported our hypothesis (H a ) that there is an association between the students' participation in CCAs and their extroversion development As a whole, the outcomes of the study have been supported by the findings presented by a number of researchers that students' participation in CCAs contribute to the development of their diverse soft skills, personality traits and interpersonal skills (Brandfon, 2018;Cariaga & Molina, 2016;Dhanmeher, 2014;Ivaniushina & Zapletina, 2015;Ivanova et al, 2017;Ismail et al, 2016;Jamal, 2012;Kumar & Selvaraju, 2014;Mehmood et al, 2012;Nghia, 2017;Prianto, 2016;Villalobos et al, 2016). However, this is noteworthy that most of the studies have focused on the development of personality traits and interpersonal skills of the students through their participation in CCAs rather than concentrating on their soft skill development.…”

“…Usually soft skills are learned through observations, practice, experience and the students' participation in various CCAs. Numerous studies pointed out that the students' involvement in various CCAs or ECAs, lead to the development of their diverse personal skills and social skills, that is, soft skills (Brandfon, 2018;Dhanmeher, 2014;Ivaniushina & Zapletina, 2015;Ivanova et al, 2017;Nghia, 2017;Prianto, 2016;Villalobos et al, 2016).…”

“…Examples of CCAs or ECAs may include: general knowledge competition, essay writing competition, debating, drawing competition, various sports, diverse cultural programs, science exhibition, social awareness building, blood donation program, and so on. CCAs have received much attention from different researchers and academics across the world due to their positive effects on academic performance, various skills and personality development of the students (Ahmed, Rahman, Ali, Rahman, & Al-Azad, 2015;Bashir & Javed, 2012;Brandfon, 2018;Cariaga & Molina, 2016;Daniyal, Nawaz, Hassan, & Mubeen, 2012;Dhanmeher, 2014;Freeman, 2017;Ismail et al, 2016;Ivaniushina & Zapletina, 2015;Ivanova, Martins, & Kaftasev, 2017;Jamal, 2012;Kumar & Selvaraju, 2014;Le, 2013;Mehmood et al, 2012;Nghia, 2017;Prianto, 2016;Ritchie, 2018;Siddiky, 2019;Singh & Mishra, 2015;Villalobos et al, 2016). Mehmood et al (2012) found that CCAs have significant relationship with the development of such personality traits as self-confidence, honesty, adaptation, sociability, sympathetic attitude, social obligation and sense of responsibility among secondary school students.…”

“…Cariaga and Molina (2016) indicated that the students of some universities in Philippine have developed their personality through their participation in diverse ECAs. Nghia (2017) claimed that the students' involvement in ECAs has enhanced their generic skills that involve communication skills, creative thinking skills, presentation skills and teamwork skills in some Vietnamese Universities. Freeman (2017) observed that there is a positive relationship between students' academic performance, in particular GPAs and their involvement in the ECAs.…”

The Correlation Between Generic Science Skill and Biology Learning Results of Public Junior High schools in Ambon Using Scientific Approach

“…To date, generic science skills are only applied in the fields of physics and chemistry, so it is considered to be necessary to begin applying it in the field of biology. Generic skills is included as the ability which is obtained from science learning results based on empirical experience or case study and science knowledge acquired during the learning process [9][10]. The empirical experience and generic science skills possessed by junior high students are mostly related to Biology learning material, such as on the material of plant movement system.…”