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In The Toolbox Revisited, Clifford Adelman puts forth a compelling case for student responsibility when considering differences in educational attainment. Focusing on student postsecondary school search, in this chapter the author evaluates the way in which young Black men spend their discretionary time whether in extracurricular activities or in unstructured settings. Using the National Educational Longitudinal Survey of 1988, she finds that it is not the amount of time that matters, but the fact of participation in extracurricular activities that are positively associated with the engagement of young Black men in the postsecondary education search process. While the magnitude of this positive influence varies by type of activity, young men who are not engaged in any extracurricular participation in grades 10 and 12 are significantly less likely to engage the post-search process. The difference is so stark that she suggests that independent of scholastic performance indicators, the absence of extracurricular participation for young Black men may be a signal of a lack of propensity toward postsecondary education.

This study examines how extracurricular activity experiences affect students’ leadership development outcomes. Students’ leadership development outcomes are analyzed depend on general characteristics and collegiate/pre-collegiate experiences of extracurricular activities. The correlation to the individual, group, and community values of leadership development was analyzed. The study utilized the Social Change Model and Socially Responsible Leadership Scale (SRLS-R2). Data was analyzed from college students (N=706) using quantitative methodology. The results indicated students who participated in extracurricular activities while in college and high school scored relatively higher in each individual, group, and community value (p<.05). Gender and class level were significantly associated with student leadership development. Specifically, women had relatively higher leadership development than men in congruence, commitment, and citizenship. Also, senior students scored higher than sophomores in individual and community values, showing significant differences. This study guides educational leaders to amplify student participation opportunities that positively affect their leadership development. Educators should consider multifaceted approaches to enhance students’ leadership and a substantively deeper understanding of the latent benefits and patterns of student involvement in extracurricular activities.

Study examined adolescents’ participation in sports, school, and community extracurricular activities to assess the influence of different involvement roles and adult support on leadership skills. The study found that males and females who perceived their adult support more positively had more positive perceptions of their leadership skills. Findings suggest adolescents’ perceptions towards their leadership skills are influenced by extracurricular activity involvement roles and the support of their parents and other adults. The findings contribute to future school and community based prevention and intervention programs, suggesting the importance of adolescent leadership involvement at all grade levels and the influence of adult support on adolescents’ perception toward their leadership skills. Educators should consider facilitating youth leadership through extracurricular activities involving younger high school students. This affords the opportunity for youth to develop critical skills early and put into practice what they learned. We strongly encourage adult involvement in extracurricular activities.

This 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.

The 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.

Findings 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.

The 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.

The present study aimed to understand how participation in university extracurricular activities has a beneficial or detrimental impact on students’ employment self-efficacy through the intervening mechanism of information search strategy.

The authors collected data from active job-searching university students across two time-points and hypothesized that the breadth of extracurricular activity participation would positively impact employment self-efficacy perceptions and information search strategies (focused, exploratory and haphazard) would mediate this relationship.

Results indicate that the breadth of students' participation in extracurricular activities was positively associated with employment self-efficacy perceptions, and this relationship was mediated by focused and exploratory information-search strategies. Extracurricular activities exhibited a negative relationship with a haphazard search strategy.

This research extends the understanding of the role of participation in extracurricular activities for influencing a job search. Future research may replicate these findings with different samples of job seekers.

Extracurricular activities are typically offered at universities as a way for students to develop skills and to improve employers' perceptions of students. The present results suggest that participating in extracurricular activities may also help university students to effectively conduct a self-directed job search.

We examined the role of extracurricular activities from the applicant's perspective, extending prior research examining extracurricular activities from the employer's perspective. The present results suggest that extracurricular activities play an important role in shaping the job search process of university students by influencing students' confidence for finding employment. Information search strategies mediated the effects of extracurricular activities on employment self-efficacy perceptions, suggesting that participating in extracurricular activities changed the way that applicants searched for jobs.

The contemporary focus on extracurricular activities, here the educational incubator environment, accentuates a need to understand what we offer students in terms of the curricular and extracurricular learning environments when situated in the same higher education institution (HEI). Current research points towards breaking down the invisible barriers and silo thinking. In this conceptual study, we apply the Didaktik triangle as a theoretical and conceptual framing to make comparisons of structurally based conditions for curricular and extracurricular entrepreneurship education (EE). We present a framework that helps bridge the ‘what’, ‘why’, and ‘how’ questions in the two different learning spaces and, thereby, conjoin educators and consultants in possible pedagogical discussions on how they work with the students. The suggested bridge frames a wider ‘why’ and adds a more holistic and cohesive view of the two different types of settings. Our study contributes to the literature on how to bridge the blurred lines between curricular and extracurricular activities and break down the silos. The framework can act as an inspiration for entrepreneurship educators and practitioners who wish to provide more suitable and sustainable structures and develop a holistic learning environment.

This chapter examines the role extracurricular activities have in developing higher education (HE) student’s entrepreneurial competencies and capabilities. Specifically, this chapter examines: What type of students participate in extracurricular activities? Why do students choose to participate? and What activities offer for entrepreneurial competency and capability development. An electronic survey (e-survey) collected pre- and post-data from two groups: Group A – students participating in extracurricular enterprise and entrepreneurship (EEEx) activities (n = 119); and Group B – students engaged in non-enterprise-related extracurricular activities (n = 72). Findings indicated that students in both groups were motivated to engage in extracurricular activities to enhance their skills, fulfil personal interests and enhance their employability. Utilising Morris, Webb, Fu, and Singhal’s (2013) entrepreneurial competencies list as a model, there were found to increase in all but one competency (creativity) for Group A, yet for the control group, most competencies decreased. Independent sample T-tests demonstrated that there was no significant difference in the final ratings of entrepreneurial capability between Group A and Group B, however, the degree of improvement for perceived entrepreneurial capability, pre-to-post, for those participating in enterprise activities was substantially higher than the control group. Finally, students participating in EEEx activities were more likely female, studying a programme within the Business School, and in the second or final stage of their programme. This chapter demonstrates the value that EEEx activities provide in a competency context for students and tasks educators with considering how to develop and signpost specific entrepreneurial competencies and capabilities.

This study examined the relationship between extracurricular involvement and leadership outcomes among traditional-age college seniors in the College of Agriculture and Life Sciences at Iowa State University. We collected data related to quantitative (i.e., how much time a student spends on an activity) and qualitative (i.e., how focused the student is on the activity) aspects of involvement in extracurricular organizations. We measured leadership, as an outcome, using the individual values scale of the Socially Responsible Leadership Scale (SRLS-R2). The number of clubs in which a student participated and served as an officer was associated with higher leadership scores. We identified a threshold of involvement that suggests the optimum number of clubs or organizations to be actively involved in is three to four.

This study aims to develop and test a conceptual model of business students' intention to establish a start-up business that involves attitude, perceived behavioral control (PBC), entrepreneurial competence, financial access, lecture service quality, curriculum program, extracurricular activity and institutional support simultaneously.

An online survey was performed. The respondents were 196 business students in a private university in Indonesia. The data were analyzed using partial least square structural equation modeling (PLS-SEM).

Business students' intention to establish a start-up business was positively and significantly influenced by attitude and PBC. PBC was positively and significantly influenced by entrepreneurial competence and financial access. Attitude and entrepreneurial competence were positively and significantly influenced by curriculum program and extracurricular activity, but not influenced by lecture service quality and institutional support. Financial access was positively and significantly influenced by extracurricular activity and institutional support.

This research was conducted in a private university in Indonesia. Therefore, to test the stability of the research findings and the proposed conceptual model, it is necessary to conduct research in different contexts.

Research on the intention to establish a start-up business that simultaneously considers attitude, PBC, entrepreneurial competence, financial access, lecture service quality, curriculum program, extracurricular activity and institutional support is still scarce in the literature. This study addressed the gap.

Employability skills are critical for success in the workplace, even more so in this era of globalisation of economies and advancement in technologies. However, there is ample evidence of the gap between the skills acquired by graduates at universities and the skills expected by employers in the workplace. Applying the modes of grasping and transforming the experience embodied in Kolb’s experiential learning theory (ELT) (1976, 1984), the purpose of this paper is to examine the development of employability skills of accountancy students through their involvement in two extracurricular activities: community accounting and an accountancy club.

Underpinned by Kolb’s (1976, 1984) four modes of ELT and work-integrated learning to develop professional competencies required for future work, an online survey of accounting students was conducted to assess their reflections on involvement in these two aforementioned extracurricular activities over a two-year period.

The findings indicate that the students had developed useful cognitive and behavioural skills from their participation in these extracurricular activities. These findings are consistent with the literature on internships and service-learning, both of which have been associated with transferable skills development.

Prior studies focused on in-classroom learning activities or internships to help students develop various essential skills required in the workplace. However, extracurricular activities have received little attention in the accounting education literature. This study provides insights into skills accounting students can gain from extracurricular participation in community accounting and an accountancy club.