Abstract:
As students enter the job market, employers consistently demand graduates possess workplace skills, including the ability to effectively communicate, work in teams, solve problems, exhibit leadership and, given the global workplace, value diversity (National Research Council, 2009). Most universities offer extra-curricular and co-curricular activities as learning opportunities for undergraduate students to gain such skills. In agricultural economics departments, these opportunities include academic competitions in marketing, case studies, quiz bowls, and student papers. Other opportunities include independent studies and study abroad where credit may be optional. While direct costs of such programs can be measured, intangible benefits are difficult to document. This research seeks to identify these intangible benefits through surveys of faculty motivation relative to perceived student motivation for student participation. Results show that faculty were motivated by students' improved skills and improved learning of disciplinary principles. Faculty devoted their time mostly for the personal reward of working with students. In contrast, faculty perceived that students participate for fun and travel. Factors common to both groups were personal rewards realized by faculty and networking opportunities with faculty by the students. Respondents also recommended ways to support extra-curricular activities, e.g., having a faculty member dedicated to each student activity; rewarding the activity; offering course credit; having adequate financial support; and publicizing participation.
Keywords:
extracurricular activities, co-curricular activities
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