Who stands to benefit? Wellbeing, belonging and challenges to equity in engagement in extra-curricular activities at university

Abstract

Naomi Winstone is a Reader in Higher Education at the University of Surrey. As a cognitive psychologist, her research focuses on the application of psychological theory to higher education research, particularly in the areas of assessment and feedback, and student transitions.Kieran Balloo is a Lecturer in the Department of Higher Education at the University of Surrey. His research broadly focuses on scrutinising the 'student experience' through examining: student transitions; how students regulate their own and others' learning; and assessment and feedback.

Understanding the Role of Social Interactions in the Development of an Extracurricular University Volunteer Activity in a Developing Country

“…The contribution of ECAs to the development of social and psychological resources that help the mental well-being of students has also been analyzed [14,26,27]. An increasing number of studies have found a significant positive relationship between engagement in extracurricular activities and extraversion (i.e., sociability and positive emotionality).…”

“…An increasing number of studies have found a significant positive relationship between engagement in extracurricular activities and extraversion (i.e., sociability and positive emotionality). This extraversion is positively related to a higher psychological sense of community, greater involvement in campus activities and subjective wellbeing [14,27]. Therefore, ECAs are considered suitable for boosting confidence [19,28], sense of belonging [29], self-esteem [30], and positive self-concept [31], as well as developing emotional skills that enable a more positive attitude toward self and others [1].…”

“…Until now, only few qualitative methods have been developed to understand the benefits of social interactions created by ECAs [1]. However, as Winstone et al [14] point out, there is still a need to expand research on ECA in higher education to include studies with different student populations and across a broader range of socioeconomic contexts and countries. Additionally, past research neither identifies or clarifies all the functions that ECAs can perform in higher education nor analyzes how each particular type of ECA fulfills these functions.…”

“…Additionally, past research neither identifies or clarifies all the functions that ECAs can perform in higher education nor analyzes how each particular type of ECA fulfills these functions. Several authors [14][15][16] also highlight the importance of recognizing students' nuanced and individual experiences and avoiding homogenizing the students' experience. Therefore, qualitative analyses that address these issues in greater depth and that provide a detailed picture of each students' perceptions are crucial [17][18][19].…”

Harnessing the potential of extracurricular opportunities to enhance graduate employability in higher education

“…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).…”