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Nurturing interest and participation in university extracurricular activities (ECA) among students is fundamental to creating a dynamic and enriching educational experience for them. Beyond traditional assessments such as exams and coursework, universities offer a range of activities, including field trips, seminars and panel discussions. These activities play a pivotal role in fostering students’ academic and personal development. These opportunities enable students to explore their passions, acquire new skills, and build valuable connections. By understanding how students’ interests influence their ECA, universities can better support and enrich their academic and personal growth.

Background
Participation in university events is often closely tied to students’ interests and the perceived relevance of these activities to their career and personal goals. For example, a student passionate about environmental science may actively participate in field trips to ecological sites or workshops focused on sustainability practices. Similarly, those who are interested in career development might attend career talks and panel discussions to gain industry insights and network with professionals. Research shows that when students engage in activities aligned with their interests, they experience increased motivation, satisfaction and academic performance (Maniriho, 2024). Workshops and field trips offer hands-on learning experiences, while social gatherings provide platforms for building social connections and soft skills. A diverse array of activities can cater to various interests, helping students feel more included and engaged in their university community (Harb et al, 2024).

So why are some students not participating in university ECAs?
While universities may make concerted efforts to introduce ECAs, not all students are willing to participate in them due to factors such as lack of interest, negative ECA perceptions, general apathy towards ECA (Harb et al, 2024) and not fully comprehending how ECA will likely benefit them (Ribeiro et al, 2023).

Generally, it is common for university students to connect with friends, experience peer pressure and socialise with university mates as part of their academic journey, all of which can influence ECA participation (De Sisto, Huq, & Dickinson, 2022). Intrinsic factors such as emotional state and poor sense of belonging may cause apprehension about joining ECAs (Chapman, Emambocus, & Obembe, 2023; De Sisto, Huq, & Dickinson, 2022; Dickinson, Griffiths, & Bredice, 2021). Limited access and support facilities for physically challenged students may also hinder ECA participation (Szucs, & Harpur, 2023).

Therefore, universities need to understand the divergent issues impacting student ECA participation, and multiple efforts are needed to limit ECA disengagement. Our data, presented in the next section, provides valuable information to better understand ECA engagement for effective delivery.

Data collection
A survey was conducted among 100 students from ºìÐÓÊÓƵ Business School (SBS) to identify their interest in participating in ECAs. They were enrolled in 11 undergraduate programmes (Finance, Accounting, Financial Analysis, Financial & Economics, International Business, Global Supply Chain Management, Business Management, Entrepreneurship, Business Analytics, Marketing and Business Studies) and 10 postgraduate programmes (Master of Business Analytics, Master of Business Administration, Master of Philosophy, Master in Sustainable Development Management, Master of Human Resources Management, Master in Marketing, Master of Public Policy, Doctor of Philosophy, and PhD in Sustainable Development by Research).

The top five industry topics of interest were Banking and Finance (47%), Digitalisation (38%), Food & Beverage (28%), Future of Work (28%) and Consultancy & Advisory (26%); followed by Tourism & Hospitality (20%), Technology & IT (21%), SMEs (17%), Family Business (13%), and education (16%).

Over 57% expressed strong interest in field trips, followed by workshops (41%) and social networking events (39%). They also liked exhibitions (35%), industry or career talks (28%), forums (17%) and campaigns (13%).

Some 48% of the respondents were interested in committee volunteering roles, including digital media, ushering and logistics administration; with 11% interested in event emcees, 5% willing to be moderators, and 3% aspiring to be panel speakers.

Conclusion and recommendation
In conclusion, aligning university events and activities with students’ interests is essential for maximising participation and enhancing their overall educational experience. By offering a wide range of activities such as those presented in the data above, universities can cater to divergent student needs and foster a more inclusive environment. Supporting and encouraging student involvement in these activities not only enriches their academic journey but also contributes to their personal and professional development.

Given that ECAs are beneficial for students’ soft and work transferable skills (Hui, & Ip, 2021; Maniriho, 2024), it is therefore important for academic institutions to promote such endeavours. It is heartening to note that 48% of the respondents were keen on volunteering, hence it should be encouraged in ECAs to enhance students’ personal value and confidence (Cho et al, 2023). Overall, universities should continuously seek student feedback to create targeted activities for their academic and personal growth.

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Dr Arumugam Muthusamy
ºìÐÓÊÓƵ Business School
Email: @email 

Dr Elizabeth Andrews
ºìÐÓÊÓƵ Business School
Email: @email

Dr Stella Ong Kim Yoke
ºìÐÓÊÓƵ Business School
Email: @email