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NASHVILLE – Entering college with prior learning credits can be a huge boon to students, cutting down on the time and money required to complete their degrees. But the pathways to earning these credits may favor traditional college students from well-resourced high schools.
Since 2020, leaders from Salt Lake Community College have worked to improve prior learning credit options for prospective and current students, they told attendees Monday at the American Association of Community Colleges‘ annual conference in Nashville. The college put a special emphasis on pathways for adult learners — those aged 25 and older — as the average student on its eight campuses is 25 years old.
Over the past five years, the resulting cross-campus collaboration has yielded Salt Lake Community College some promising results, including more students receiving credit for their work experience and lowered financial barriers for prior learning assessment exams.
Then
In 2019, the Utah Legislature passed a law requiring the state’s higher ed board to create a plan aimed at boosting public colleges’ issuance of credit for prior learning, work-based skills and competency-based assessments.
Salt Lake Community College — which enrolls just under 37,000 credit-bearing students across eight campuses — began an evaluation of its process for awarding prior learning credits the following year.
Rachel Lewis, Salt Lake Community College’s associate provost of academic systems, said the existing process turned out to be hardly a process at all.
“It used to be, if you knew the one advisor who knew the process and could talk to this person in the registrar’s office, we could get your prior learning,” she said. “Good for the students who found it — not good for all the others.”
The college’s leaders also uncovered a gap in what kind of credits were awarded.
In 2019-20, about 80% of the prior learning credits that Salt Lake Community College awarded were through pathways typically used by high school students, said Andrea Tipton, the institution’s director of credit for prior learning.
For instance, 807 of the 1,291 students who received prior learning credits earned them through Advanced Placement tests offered by the College Board.
In comparison, only 13 students that year received credit for their professional certifications or licenses, and just one student earned credit for their previous work experience and portfolio.
Now
To address this disconnect, Salt Lake Community College standardized its prior learning credit process. That included a new hire.
“We made a crucial decision to create a position at the college dedicated to prior learning — one person at the college who could be the point of contact to serve in that role,” Lewis said, nodding to Tipton, who was hired for the new role.
Salt Lake Community College now emphasizes credits for prior learning as an option through improved communications to students. The institution also works to inform students that it’s free to have their credits evaluated and added to their transcripts.
Once a prior learning credit is added to a student’s transcript, it is transferable as if they earned it at Salt Lake Community College, according to college policy.
“When that student goes to the University of Utah, it’s now considered transfer credit,” Lewis said. “They don’t reevaluate it. They don’t look at it.”
Roughly three-fourths of Salt Lake Community College graduates, 72%, go on to transfer to a four-year institution.
The college is also highlighting CLEP tests, an exam option offered by the College Board open to learners ages 13 and older.
The tests can provide a viable alternative to AP tests. But the registration fee — upwards of $95 in 2025 — proved to be a barrier for many students, Tipton said.
This year, Salt Lake Community College began directing students to the Modern States Education Alliance, anonprofit that will cover test costs for students who complete its free prep courses.
First-year results are still pending, Tipton said. But the college is processing more CLEP exams than before, suggesting more students are taking advantage now that the financial barrier to testing has been addressed, she said.
In 2023-24, the college awarded 248 credits to 33 students for their professional licenses and certifications. This represented nearly triple the prior learning credits students earned this way only a few years before.
It granted another 100 credits to 18 students for their work portfolios and experience. The number is still low, but the jump from just one or two students a year is statistically significant,Tipton said. And it’s a population the college wants to grow.
One prior learning pathway more commonly used by nontraditional students has seen a more complicated transformation — military credits.
Back in 2019-20, Salt Lake Community College appeared to do quite well in this regard, with 137 students receiving a whopping 2,184 prior learning credits for military experience that year.
“But it was a lot of electives,” Tipton said. “It wasn’t easily applicable to their degree or transferable in a meaningful way.”
Since then, military prior learning credits have declined significantly, down to 34 students receiving 46 credits in 2023-24.
That drop resulted from the college shifting from “awarding just whatever the credit you can get” to prioritizing military credits that go toward a student’s desired degree, Tipton said. She is now working with academic departments to continue establishing better course equivalencies for military experience.
The Trump administration is looking to cut the State Department’s budget by almost half, and educational and cultural exchange programs, like the Fulbright scholarship, could be fully eliminated as a result, The Washington Post reported Monday.
An internal memo, obtained by the Post, suggested that the department may only have $28.4 billion to spend next fiscal year to cover all of its staffing and operations and to share with the U.S. Agency for International Development, an independent agency that Trump has already tried to eliminate. That’s $27 billion, or 48 percent, less funding than the two groups received in fiscal year 2025.
The proposed budget cuts would terminate the Fulbright scholarship, a highly selective cultural exchange program established by Congress in 1946, along with the State Department’s other educational and cultural programs. The president has yet to propose his budget for fiscal year 2026 to Congress, though he’s expected to do so later this month, the Post reported. Congress, by law, has the final say about which programs get funding.
Fulbright funding and operations have already been in flux during the early days of the Trump administration as some participants have struggled to obtain their visas for next academic year and others are waiting on stipend funds that had been promised to get them through the current term, Inside Higher Ed has reported.
The State Department did not respond to the Post’s request for comment.
This season of Voices of Student Success, “Preparing Gen Z for Unknown Futures,” addresses challenges in readying young people for the next chapter of their lives in the face of large-scale global changes. The latest episode addresses how digitization has made it easier for young people to engage in unhealthy habits, including substance abuse, pathological gambling or social media addiction, compared to past generations.
Host Ashley Mowreader speaks with Amaura Kemmerer, director of clinical affairs for Uwill, to discuss the role of preventive health measures and how existing research can provide a road map for addressing new challenges.
The Community College Research Center has lost access to funding from four federal grants collectively worth more than $12 million, the center’s director, Thomas Brock, said in a letter Tuesday. The cut was part of the Trump administration’s broader freeze on $400 million in federal funding at Columbia University over accusations that the institution didn’t do enough to response to antisemitism.
But Brock argued in the letter that “the terminations did nothing to address perceived problems at Columbia, nor did they challenge ‘woke’ ideology, as our projects were nonideological to begin with.”
CCRC is based at Teachers College, an education graduate school that became affiliated with the nearby Columbia University in 1898 but was founded independently in 1887 and remains “legally, administratively, and financially separate” from the Ivy League institution, Brock explained.
Still, when the federal antisemitism task force announced the funding cut, Teachers College, and therefore the CCRC, were affected. All four grants that were cut came from the Institute of Education Sciences. The now-terminated grants supported:
A study on whether work-study programs improve retention, degree completion and employment postgraduation.
An analysis of how effective Virginia’s Get a Skill, Get a Job, Get Ahead program has been in helping low-income students access short-term training programs.
An apprenticeship program that helps develop the next generation of state-level higher ed policy researchers.
A network of six research groups studying ways to reverse post-pandemic enrollment declines.
It added to the blow CCRC had already experienced in February when the Department of Education canceled 10 contracts with Regional Educational Laboratories, which are also overseen by the IES, saying they were examples of “woke” government spending. The REL Northwest had signed a contract with CCRC to pilot a professional development program for community college faculty members.
“It is hard to overstate the importance of IES grants and contracts to a research center like CCRC,” said Brock, who was commissioner of the National Center for Education Research at IES from 2013 to 2018.
CCRC has appealed the decision to terminate the grants.
“We do not know how long the process will take,” Brock wrote, “but are hopeful that fair minds will rule in our favor.”
Dr Ismini Vasileiou is Associate Professor at De Montfort University, Director of the East Midlands Cyber Security Cluster and Director and Co-Chair of UKC3.
Higher education has always played a critical role in skills development, from professional fields like Medicine, Dentistry, and Engineering to more recent models such as degree apprenticeships. However, as the UK’s digital economy evolves at an unprecedented pace, there is a growing need to rebalance provision, ensuring that universities continue to equip graduates with both theoretical expertise and industry-ready capabilities in areas such as AI, cybersecurity, and automation.
The government’s strategic focus on workforce development underscores the importance of these changes, with higher education well-placed to lead the transformation. As industries adapt, the need for a highly skilled workforce has never been greater. The UK Government’s Plan for Jobs outlines a strategic vision for workforce development, placing skills at the heart of economic growth, national security, and regional resilience.
With the new higher education reform expected in Summer 2025, the sector faces a pivotal moment. The Department for Education has announced that the upcoming changes will focus on improving student outcomes, employment pathways, and financial sustainability in HE. While universities are autonomous institutions, government policy and funding mechanisms are key drivers influencing institutional priorities. The increasing emphasis on workforce development – particularly in cybersecurity, AI, and other high-demand sectors- suggests that universities will likely need to adapt, particularly as new regulatory and funding structures emerge under the forthcoming HE reform.
The National Skills Agenda: Why Higher Education Matters
The skills gap is no longer an abstract policy concern; it is a pressing challenge with economic and security implications. The introduction of Degree Apprenticeships in 2015 was a landmark shift towards integrating academic learning with industry needs. Subsequent initiatives, including MSc conversion courses in AI and Data Science,Level 6 apprenticeships, and the Lifelong Learning Entitlement (LLE) serve as policy levers designed to encourage and facilitate a more skills-oriented higher education landscape, rather than evidence of an inherent need for change. Through mechanisms such as Degree Apprenticeships, AI conversion courses, and the Lifelong Learning Entitlement, the government is actively shaping pathways that incentivise greater emphasis on employability and applied learning within universities.
The Plan for Change accelerates this momentum, funding over 30 regional projects designed to enhance cyber resilience and workforce readiness. One example is the CyberLocal programme, a government-backed initiative (Department for Science, Innovation and Technology) focused on upskilling local authorities, SMEs, and community organisations in cybersecurity. CyberLocal connects universities, businesses, and local governments to deliver tailored cyber resilience training, addressing the increasing threats to national digital security. More information can be found through CyberLocal’s page.
Financial Pressures and the Case for Skills-Based Education
At the same time, the financial landscape of HE is shifting. Declining student enrolments in traditional subjects, increasing operational costs, and a competitive global market have left many institutions reassessing their sustainability strategies. The upcoming higher education reform will shape policy from 2025 onwards, and universities must determine how best to adapt to new funding models and student expectations.
While skills-based education is often positioned as a solution, it is not an immediate financial fix. Many Degree Apprenticeships are run at a loss due to administrative complexities, employer engagement challenges, and high operational costs. Several articles, including those previously published at HEPI, highlight that while demand is growing, institutions face significant challenges in delivering these programmes at scale.
Government-backed funding in AI training and cybersecurity resilience offers targeted opportunities, but these remain limited in scope. Some universities have found success in co-designed upskilling and reskilling initiatives, particularly where regional economic growth strategies align with HE capabilities. The Institute of Coding, a national collaboration between universities and employers funded by the Office for Students, has developed industry-focused digital skills training, particularly in software development and cybersecurity. Additionally, the Office for Students Short Course trial has enabled universities to develop flexible, modular programmes that respond directly to employer demand in areas such as AI, digital transformation, and cybersecurity. Other examples include the National Centre for AI in Tertiary Education, which supports universities in embedding AI skills into their curricula to meet the growing demand for AI literacy across multiple sectors. However, a broader financial model that enables sustainable, scalable skills education is still required.
Regional Collaboration and Workforce Development
Since 2018, the Department for Education (DfE) has supported the creation of Institutes of Technology (IoTs), with 19 now operational across England and Wales. These institutions prioritise digital and cyber education, aligning with local skills needs and economic strategies. Strengthening collaboration between HE and IoTs could enable universities to support regionally tailored workforce development.
Examples such as the East Midlands Freeport, the Leicester and Leicestershire Local Skills Observatory, and CyberLocal illustrate the power of localised approaches. The Collective Skills Observatory, a joint initiative between De Montfort University and the East Midlands Chamber, is leveraging real-time workforce data to ensure that training provision matches employer demand. These initiatives could provide a blueprint for future HE collaboration with regional skills networks, particularly as the UK government reviews post-2025 skills policy.
Cyber Resilience, AI, and the Challenge of Adaptive Curricula
The government’s focus on cyber resilience and AI-driven industries underscores the urgent need for skills development in these areas. With AI poised to reshape global industries, universities must ensure graduates are prepared for rapidly evolving job roles. However, one of the biggest challenges is the slow pace of curriculum development in higher education.
Traditional course approval processes mean new degrees can take two to three years to develop. In fields like AI, where breakthroughs happen on a monthly rather than yearly basis, this presents a serious risk of curricula becoming outdated before they are even launched. Universities must explore faster, more flexible course design models, such as shorter accreditation cycles, modular learning pathways, and micro-credentials.
Government-backed initiatives, such as the Institute of Coding, have demonstrated alternative models for responsive skills training. As the HE reform unfolds, universities will need to consider how existing governance structures can adapt to the demands of an AI-driven economy.
A New Skills Ecosystem: HE’s Role in the Post-2025 Landscape
The forthcoming higher education reform is expected to introduce significant policy changes, including revised funding structures, greater emphasis on employability and skills-based education, and stronger incentives for industry partnerships, particularly in STEM and digital sectors.
Higher education must position itself as a leader in skills development. The recent Universities UK (UUK) blueprint, calls for deeper collaboration between the further and higher education sectors, recognising their complementary strengths. Further education offers agility and vocational expertise, while higher education provides advanced research and higher-level skills training – together, they can create a seamless learner journey.
At the same time, national initiatives such as Skills England, the Digital Skills Partnerships, and Degree Apprenticeships present opportunities for universities to engage in long-term skills planning. The integration of Lifelong Learning Entitlement (LLE) loans will further support continuous upskilling and career transitions, reinforcing the role of HE in lifelong workforce development.
Conclusion: Shaping the Future of HE Through Skills and Collaboration
With the HE reform announcement expected in Summer 2025, universities must act now to align with the government’s long-term skills agenda. The future of HE is being written now, and skills must be at the heart of it.
The shift to virtual learning, accelerated by the global pandemic, has fundamentally transformed the way education is delivered. As a result, the lasting impact of this transition, along with the necessary adaptations, continues to reshape how education is offered to its target market. With the growing demand for contemporary online education, it is crucial to analyze instructional design – a systematic process that applies psychological principles of human learning to develop effective instructional solutions. This involves evaluating the most effective methods and learning environments to engage students and enhance their achievement of desired learning outcomes.
In this light, designing and facilitating online discussions to increase student engagement, peer connection, and idea exchange, as well as creating a cohesive online learning community for knowledge creation, is far more important for the success of online education. However, delivering online education is crucial in this circumstance as it is really challenging to effectively engage students in the learning process. As students and educators adapt to digital platforms, student engagement has emerged as a key concern in online learning. Traditional classroom techniques often fall short in this new landscape, requiring educators to explore innovative instructional strategies. Two such approaches—microlearning and andragogy—offer promising solutions to enhance student engagement and knowledge retention.
In the traditional learning environment, student engagement levels varied, and educators could easily gauge participation where, in online platforms, the lack of physical presence and direct interaction makes it difficult to assess student engagement. The challenge is further compounded by students balancing their studies with household chores which can lead to decreased motivation if adequate support is not provided by the instructor. Therefore, it is evident that online learning presents a unique set of challenges. Thus, the students who study online must be self-motivated and disciplined enough to work alone as the lack of face-to-face accountability makes it easier for them to drop out without being noticed.
As a result, in today’s competitive lifelong learning landscape, an online course that simply gives information is no better than any other. Hence, instructors should differentiate themselves by offering innovative and interactive online courses that engage, connect, and transform students, enabling them to learn efficiently and effectively from anywhere, converting learning into an enjoyable experience. Consequently, the role of instructors becomes more crucial in designing effective online learning experiences that foster active student participation. Thus, in this turbulent environment, the social, economic, and technical developments elicit new learning concepts and practices, leading to transformations in the way education is delivered to meet the high expectations of the corporate sector. Therefore, the role played by microlearning and andragogy in enhancing online student engagement is crucial in the current context.
Microlearning: Small Bites, Big Impact
Microlearning delivers content in small, focused segments, allowing learners to absorb and retain information more effectively. Research has shown that this approach enables students to process and recall course materials in a more manageable way. Giurgiu (2017) describes that microlearning consists of “bite-sized” educational chunks, usually lasting only a few minutes and designed to cater to the learner’s individual needs. Moreover, microlearning’s approach to delivering short, fine-grained, interconnected and loosely coupled learning activities emphasizes individual learning needs (Singh, 2014). Thus, microlearning fits within the constraints of human cognitive capacity by aligning with how working memory functions. Research highlights that short, structured learning modules enhance engagement and reduce cognitive overload. Hence, in contrast to traditional lengthy lectures, microlearning helps move information from working memory to long-term memory more effectively. In this way, microlearning has become so demanding in current online education.
Another advantage of microlearning is that it addresses the forgetting curve, which predicts that memory retention will deteriorate over time if not reinforced. The forgetting curve illustrates how humans have a tendency to lose nearly half of newly learned information within days or weeks unless they consciously review the learned information. Further, the forgetting curve supports one of the seven types of memory failures: transience which refers to the natural process of forgetting as time passes.
Spaced repetition techniques used in microlearning counteract this decline by reinforcing knowledge retention at periodic intervals. This method involves recalling the same material multiple times over a period, helping to solidify the information in long-term memory with each recall.
Another point where microlearning enhances online student engagement is that it enables students to be entirely focused on and more engaged in learning by allowing them to complete lessons according to their own schedule rather than on someone else’s schedule. Further, in online education as learning takes place outside of the classroom, it has a greater potential for application than typical classroom learning by integrating learning with experience. In this arena, microlearning allows for location-based learning, which can be quite beneficial in increasing students’ engagement in online learning platforms.
Another method of incorporating microlearning to boost online student engagement is to simply include specific sorts of micro lessons within the course itself which can more-or-less run parallel to the course. Microlearning can be integrated into online education using digital tools like Kahoot, GoSoapBox, and Padlet, as well as interactive quizzes ensuring a more interactive and engaging learning experience. Furthermore, designing course materials in concise, digestible formats allows students to integrate learning into their daily schedules more effectively. In this way, microlearning not only brings education back to its original format in some sense but also enhances online student engagement in numerous ways.
Andragogy: Engaging Adult Learners
As the demographics of online learners shift toward older and more diverse groups, understanding how adults learn is essential. Knowles’ andragogical principles emphasize self-directed learning, real-world application, and experiential learning, which are particularly relevant in virtual educational settings. Unlike younger students, adult learners tend to be goal-oriented, seeking education that directly contributes to their career or personal development. They benefit from problem-centered learning and contextual applications, making real-world examples, discussion forums, and interactive activities essential components of online education. Thus, for effective engagement of adult learners in online education, educators must incorporate techniques such as:
encouraging self-paced learning with embedded resources for independent study
facilitating peer discussions and collaborative problem-solving exercises and
utilizing real-world case studies to link theoretical concepts with practical applications.
In practice, andragogy works best when it is tailored to the characteristics of the learners and the learning circumstance.
Combining Microlearning and Andragogy for Optimal Engagement
Recent changes in the macro environment, in the form of advancements in technology and natural transitions, shifted education from traditional platforms to virtual platforms where student engagement is crucial for the success of the learning process. Thus, blending microlearning with andragogical principles creates an effective learning framework that accommodates both cognitive and experiential learning styles. While microlearning breaks down complex topics into smaller units for better retention, andragogy ensures that these units are meaningful and applicable in real-life scenarios. Thus, educators can implement this blended approach by:
structuring courses into short, interactive modules aligned with real-world applications
incorporating multimedia elements, such as videos, infographics, and gamified content to enhance engagement
encouraging student-led discussions and collaborative learning environments
providing frequent, low-stakes assessments that reinforce learning without adding stress
Addressing Online Learning Challenges
Despite its advantages, online learning presents distinct challenges. Unlike face-to-face settings where instructors can monitor student behavior and adjust teaching methods accordingly, online educators must rely on different strategies to enhance student engagement. Many students struggle with motivation and time management, often due to external distractions. Additionally, the absence of direct supervision can lead to passive learning behaviors, where students disengage without accountability. Thus, to combat these issues, instructors must take a proactive approach in designing online courses. Therefore, ensuring frequent interaction between educators and students, integrating real-world problem-solving activities, and leveraging technological tools can enhance student engagement. Furthermore, the use of formative assessments and timely feedback creates an environment where students feel supported and encouraged.
Conclusion
As online education continues to evolve, educators must adopt innovative strategies to maintain student engagement and improve learning outcomes with microlearning and andragogy provide a structured approach in achieving this goal. Microlearning, as a natural extension of traditional learning, leverages the potential of mobile technology to deliver short, focused lessons that enhance retention while andragogical principles ensure that learning is relevant and applicable to real-life situations. By integrating both approaches, educators can create a dynamic, engaging, and effective online learning experience for learners of all ages. Moreover, the success of online education hinges on its ability to keep learners motivated and actively engaged. Thus, by utilizing a proper combination of traditional and modern instructional strategies, instructors can foster an environment where students not only absorb knowledge but also apply it effectively in their academic and professional journeys.
N.K.L. Silva
Ms. Nilanthige Kaushalya Lakmali Silva is a Lecturer at the Department of Accountancy, University of Kelaniya. She teaches Management, Economics, Human Resource Management, Marketing Management, Strategic Management and Information Management. Ms. Silva holds a B.B.Mgt. (Special) Degree in Accountancy with a First-Class Honours and an M.Sc. in Management with a Merit. Her research interests include major areas of Accounting and Finance, with a particular focus on Sri Lanka’s Capital Markets, Micro and Macro Economic Environment, Corporate Governance, and Corporate Fraud. She has published several research papers in academic journals and conference proceedings. She is a CMA Sri Lanka Passed Finalist and has completed the Diploma in Banking and Finance at the Institute of Bankers of Sri Lanka.
N. P. K. Ekanayake
Ms. Neranjana Priyangani Kumari Ekanayake, a senior lecturer at the University of Kelaniya, teaches Investment and Portfolio Management, Enterprise Resource Planning, Behavioural Finance, and Advanced Management Accounting. She holds a BBA in Accounting (Special) and an MSc in Management (Specialized in Finance) and is a CIMA passed finalist.
References
Bustillo-booth, M. (2019). Applying Andragogy to Online Course Design to Increase Student Engagement and Success. Magna Publications Inc., 1–26.
Dixson, M. D. (2010). Creating Effective Student Engagement in Online Courses: What Do Students Find Engaging? Journal of Scholarship of Teaching and Learning, 10(2), 1–13.
Knowles, M. S., Holton III, E. F. & Swanson, R. A. (1998). The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development.
Orlando, J. (2021). Using Microlearning to Improve Student Understanding of Course Content. Magna Publications Inc., 1–18.
Palis, A. G., & Quiros, P. A. (2014). Adult Learning Principles and Presentation Pearls. Middle East African Journal of Ophthalmology, 21(2), 114–122.
Zheng, M. S. (2016). How to Design and Facilitate Online Discussions that Improve Student Learning and Engagement. Magna Publications Inc., 1–18.
Partner at consultant KordaMentha John Dewar led a panel of public and private university leaders that re-examined the sector’s current artificial intelligence (AI) strategies and opportunities.
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Australian Greens leader Adam Bandt addresses the National Press Club of Australia in Canberra. Picture: Martin Ollman
Every Australian would be able to go to university or TAFE for free under a new Greens policy that would cost the federal budget $46.5 billion over the next four years.
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Extracurricular activities have big benefits for both students and the university – but we could do more to get students involved.
University life for students is busy these days, not just with lectures and assessments but for many students, also the need to work to fund their studies.
Extracurricular activities can not only add value to the student experience and are a key offering of universities which have some surprising benefits for both.
They have a demonstrative effect in reducing depression, boosting employability skills, giving students an opportunity to try new things without pressure of assessment – and participation in extracurricular activities is closely related to increasing alumni donations to the university, a clear sign of happy and successful graduates.
However, in order for us to get the most out of them we need both the benefits, and the activities themselves, to be signposted better within the university as well as ensuring that some groups that would benefit most despite lower engagement are encouraged to get involved.
Competition for student’s time is fierce, with coursework, exams, and projects, but also for those students who need to work in paid employment to fund their studies and living costs. But extracurricular activities have several benefits for the students, and whilst a small number of students find it harder than others to balance activities and academic work, outcomes are generally positive.
The vast majority of studies around the world have found a general correlation between taking part in extracurricular activities and improved academic performance. There are a large range of activities that students could do – activities that complement the curriculum such as the MBA programme having a pitching competition or a weekend hackathon (often called cocurricular activities), whilst there are also activities from outside these boundaries such as sports which are unrelated to the student’s core subject.
Regardless of the actual activity that they do, there are a range of positives. They improve employability skills and leadership skills – giving the student CV-worthy examples, and they are a way to show an employer that you are interested in a specific career.
Employers have suggested extracurricular activities can help determine your cultural fit, and show examples of commitment and interpersonal skills. Involvement in social enterprise or charitable projects are looked upon favourably. Improving students’ employment prospects, especially with extracurricular activities having a “levelling up” effect for those from minority groups and those from lower socio-economic groups – this reflects well on the university and its mission.
Extracurricular activities allow students the opportunity to try more hands-on and experiential activities without the risk and pressure of needing a good grade, or being creative using spaces such as makerspaces. It might also be a rare opportunity to work in a cross disciplinary manner and diversifies your group of friends.
Residential courses and field trips are also valuable, with research showing that they stimulate a sense of togetherness with those on their courses, and with a chance to see their subject in action which helps them put it in context, encourages more enjoyment of it, and allows them to form career plans based on that subject, with those in late adolescence and early adulthood especially attuned for developing career self-efficacy in this way.
These residential activities seem to disproportionally benefit poorer students and those from minority groups, resulting in higher marks, thus making them ideal activities for universities to support. With the Sutton Trust suggesting the number of students in the UK now living at home due to the cost of living to be 34 per cent, rising to 65 per cent from those in poorer socio-economic groups, it is a rare opportunity for some students to escape from living with parents.
Extracurricular activities are seen as adding value by students, especially those overseas students who readily sign up for activities, as we have found with off campus opportunities we offer in entrepreneurship quickly booked up by enthusiastic overseas students, such as our “Enterprise School” in the Lake District with postgraduate groups from mixed subject areas working together late into the night (putting the staff to shame) – and keeping in touch when they return to Manchester and beyond, building a network they would never have otherwise met.
What can we do to improve them?
We can try to engage older and ethnic minorities more as these groups tend to spend less time on extracurricular activities at the university, and make them more friendly for those who may have carer commitments, for example not always having events in the evening.
This might help other groups of students – I have also found as an academic adviser that many students in Manchester live with parents and commute from nearby cities such as Liverpool and Sheffield, with their notoriously bad rail lines – and these students are less likely to take part in extracurricular activities as they prioritise when they travel to university.
Those from lower socio-economic groups also spend less time on extracurricular activities due to the pressure of paid employment, so encouraging them to consider at least some extracurricular activity would be beneficial.
First year males could also be a target for engagement – whilst suicide rates for students overall are considerably lower than that of the general population, for first year males the rate was found to be 7.8 per 100,000 people, significantly higher than males of other years and female students as a whole, which has been attributed to social isolation, alcohol consumption and the general life change of moving to university.
Involvement in extracurricular activities reduces suicidal tendencies by increasing the sense of belonging and lessening the sense of burden a student might feel, and are a relatively low cost option as part of the universities commitment to its duty of care. It has been suggested by the Office for Students that those students who are in several minority categories concurrently are particularly vulnerable from a mental health perspective, so being aware of these students is especially important.
Students partaking in extracurricular activities reported having a depressive mood less often and report the development of a long-lasting social support network – which may well identify problems and help students before the university even becomes aware of anything wrong.
Unfortunately, many that will benefit most from them won’t take part – so we need to encourage them to do so – especially students’ academic advisers who might have a broader picture on how well the student is getting on. Studies have found that female students are more likely than males to undervalue the skills they have gained from extracurricular activities – again academic advisers could reinforce this for all, especially when preparing for job applications.
Alumni speakers could also reference what extracurricular activities they did to focus on how this helped them while at university, and examples of how it helped them find employment and fit into the workplace.
Programme directors might also recommend what co-curricular activities might be useful for the student’s degree, and students themselves such as at the student’s union could communicate more on the benefits of extracurricular activities, especially to engage first years, throughout the year as well as during the whirlwind of welcome week – some students might need time to settle down before they can see how much spare time they can allocate to extracurricular activities.
Ask students when they want activities to run – this might be different for city centre or out of town campuses – but we have found in Manchester a surprising number of students who are prepared to commit to a whole Saturday working on a hackathon, for example.
Interestingly, there is a correlation between the number of extracurricular activities that a student partakes in and alumni donations, with a Wonkhe study suggesting that participation in extracurricular activities was a much stronger indicator of donation to their alma mater even than degree class obtained, showing extracurricular activities strengthen the relationship between students and their university.
There is every reason for universities to provide a full range of opportunities – and to encourage students to get involved.
