SSRN Id2699755

Proceedings of 12th International Conference on Business Management
http://ssrn.com/link/12th-ICBM-2015.html
7th and 8th December 2015 | Colombo, Sri Lanka
Extra-Curricular Activities and Employability of

Undergraduates in Sri Lanka
P J Kumarasinghe
pivithuru@sjp.ac.lk
K.A.A. Udeshika
achi7.udeshi@gmail.com
ABSTRACT
In the global emerging market today employability has become one of the challenging tasks
where most of the companies search not only the traditional qualifications but going beyond
that people who can provide something new to their organization. Therefore for candidates
who are planning to apply for a job have to have certain level of skills which employers get
satisfied. The main question in every candidate is how they can acquire those skills. It cannot
be achieved only through formal education. Even though they have double educational
qualifications sometimes they are unable to get a better job because they lack those skills.
Education itself has widened today adding many areas into it where students have various
paths for them to move forward through their career. A graduate has a comparative advantage
than a normal candidate when applying for a job but they have to be more qualified to come
forward where only the degree will not be helpful. In this research it identifies whether there
is a significance of engagement in Extra-curricular activities in determining the employability
of undergraduates in Sri Lanka. More clearly it tries to understand whether skills gained
through engagement in Extra-curricular activities will actually helpful in building the career
of an undergraduate in getting suited for the corporate world.
Key words: University graduates, Extra-curricular activities, Employability
JEL Classification: C80, H50
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Faculty of Management Studies and Commerce
University of Sri Jayewardenepura
Gangodawilla, Nugegoda
E-Mail: icbm@sjp.ac.lk
WEB: www.icbmusjp.org, mgt.sjp.ac.lk
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INTRODUCTION
Education has become one of the most competitive areas today than past. Not like in the past
there are enough and much more materials and methods for students to acquire knowledge as
well. As a result of that labor market has also been competitive making uneasy for someone
to get a good job even if they possess lot of qualifications. Because with the development of
education it is more that is expected by employers from employees. Even though students
enter into a university or any other organization to complete higher educational requirements
they should possess competent set of skills which outperform others in order to be a better
employee. In acquiring those qualifications it should be both academic as well as non-
academic, because only academic qualifications don’t add value to their life in terms of
attitudes and behavior. Academic qualifications are the degrees, diplomas, certificates,
professional titles and so forth that an individual has acquired whether by full-time study,
part-time study or private study, whether conferred in the home country or abroad, and
whether conferred by educational authorities, special examining bodies or professional
bodies. Non-academic qualifications can be identified as qualifications other than academic
qualifications stated above.
Academic activities are things that relate to the work done in schools, colleges, and
universities, especially work which involves studying and reasoning rather than practical or
technical skills.ECA can be identified as any activity other than academic activities which
includes activities such as Sports activities, Music and Dancing, Art works, Active
participation in Associations, Volunteering, Drama, Debating and much more.
In taking about Job status or the employability getting a good job is challenging even
candidates have many qualifications. Because those qualifications in reality are just paper
qualifications and minimum the level of practicability in it. According to employers they
need people who can handle things in the real world situations not the people who know only
theory. That is why engagement in Extra – curricular activities (ECA) is also important for a
person in moving forward with their careers. This research focuses mainly on whether a
graduate has been able to achieve a better job and is there a contribution from ECA done by
him/her in the university (not in the school) in gaining that job.
Many undergraduates think that engaging in Extra-curricular activities is a just a waste of

time and it adds nothing to the future. Therefore undergraduates have doubts whether ECA
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really effect on their future employability. Extra – curricular activities (ECA) confer a range
of benefits on participants. It enhances various qualities of a person and the experience of
handling certain situations. It develops their skills like leadership, enthusiasm, motivation,
commitment, emotional intelligence, team work, etc. which leads to increase their overall
performance in both academic and non-academic ultimately. Not only those qualities but also
engagement in ECAs enhances the physical fitness of a person and help to maintain a healthy
body. According to employers they need people who can handle things in the real world
situations not the people who know only theory. They always search for new blood to
compete with the fast moving world. They expect those new blood to have that ability where
it cannot be achieved only with academic activities. That is why engagement in Extra –
curricular activities (ECA) is also important for a person in moving forward with their
careers. This research focuses mainly on whether a graduate has been able to achieve a better
job and is there a contribution from ECA done by him/her in the university (not in the school)
in gaining that job.
DATA AND METHODOLOGY

In order to conduct this research it has taken a sample of 150 students who graduated from
Universities in Sri Lanka within past 3 years (2011, 2012 and 2013) including University of
Sri Jayewardenepura, University of Colombo and University of Moratuwa. They represent 7
different faculties which are Faculty of Management, Arts, Medicine, Science, Architecture,
Engineering and Law who are working different type of organizations in different levels. A
self-completion questionnaire is used to collect data in the survey. In that it tries to identify
whether their current job position is satisfactory and is it influenced by any engagement in
ECAs. Thereafter it will discuss the attitudes among undergraduates regarding ECAs and
whether they encourage others to do ECAs.
RESEARCH PROBLEM AND OBJECTIVES

Although we are well aware about the benefits in engaging in Extra-curricular activities
(ECA) there is a question in many people whether those are really effective in building their
career. This study finds out in what ways ECAs have contributed in building successful
careers in the society and their effectiveness. Many undergraduates think that engaging in
ECA adds nothing to their career and it is just a waste of time. In this research it identifies
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why students think in that way, and is it the reality in the society. Ultimately it identifies
whether there is an effect of ECA in determining the employability of undergraduates of Sri
Lanka.
Therefore the main objective of this study can be mentioned as identifying the
significance of Extra-curricular activities (ECA) in determining Job states of Graduates in Sri
Lanka.
There are four sub objectives in line with the main objective of this study which are,
• Understand the type of Extra-curricular activities which undergraduates are involved

in.
• Identify attitudes towards ECA among undergraduates in Sri Lanka.
• Identify the reasons behind such attitudes.
• Identify the contribution from ECA in producing an effective and efficient employee.
LITERATURE REVIEW
There is much qualitative type of researches which talks about impact of ECA in terms of
various aspects such as Career success, adolescent development, academic performance etc.
ECA and Career success

A research on effects of ECAs on labor market outcomes and career success (Keenan L,2010)
says that ECA participation is linked to career success through four channels; positive
academic outcomes with participation, a training effect which results in the accumulation of
skills which can be put to good use during job search and in the workplace, results in a host
of desirable psychological outcomes which make the individual better adapted to achieve
success and finally participation in ECA allows individuals to accumulate social capital
which can be mobilized in order to achieve desired career outcomes. It concludes that ECA
are very much important in every person in building their career. Another research paper on
ECA in higher education identifies what constitutes ECA, the extent to which students
engaged in ECA, and how students experience and conceptualize benefits from their
engagement using a qualitative research where they have conducted a survey to understand
how staff thinks about ECA (Clegg S, Stevenson J, Willot J, 2009). Their findings says that
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qualities of experiences that students have might be important than their exact relationship to
curriculum.
ECA and Academic performance

The possible influence of ECA on academic performance of first and second year pupils of a
certain institute (Moriana J A, Alos F, Alcala R, Pino M J, Herruzo J, Ruiz R, 2006) selecting
a random sample of 222 pupils of 12 schools in the city had been identified that pupils who
involved in ECA together with academic activities yielded better academic performance than
those who participated only in academic activities. Further it says ECA benefits to students in
their performance if they maintain a balance between both academic and ECA. James W.
O’Dea (1994) has found is there a difference in grade point average between students who
participate in ECA and those who do not participate using 424 seniors at Valleys High school
in West Des Moines, Lowa. Information collected by giving them an information sheet has
been analyzed using a t-test and identified there is a significantly higher grade point average
of those involved in ECA than those do not engage in ECA. A research on what it is about
ECA participation that supports positive outcomes and why, and to consider how the
common assumptions about the benefits of ECA participation can be validated (Boaz
Shulruf- 2010)shows that the current knowledge on ECA participation does not suggest that
extracurricular activities affect student educational outcomes either positively or negatively.
The findings from studies on participation in extra-curricular activity and students' outcomes
suggest a positive relationship between participation in school-sponsored activities and
achievement. The key issue raised by this critical review and meta-analysis of literature on
participation in ECA and the relationship of participation to school -related outcomes is
linked to the strength of the evidence supporting the effect of ECA on educational outcomes.
A research which talks about how does social class structure students’ participation in college
extra-curriculum ( Jenny M. Stuber 2009) by conducting quantitative research where they
have taken a sample of 61 students attending two institutions of higher education. In that they
have identified two types of students called working class students and upper middle class
students and their findings says that upper middle class students arrive on campus with
cultural resources that motivate their participation and social resources that facilitate their
involvement. Among working class students, limited financial factors constrain their
involvement, while social and cultural resources further curtail their interest in such activities.
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ECA and Adolescent

The article Extra-curricular activities and adolescent development (Jacquelynne S. Eccles,
Bonnie L. Barber, Margaret Stone and James Hunt, 2003) mentions Participants in most
extra-curricular activities achieved better educational outcomes than non-participants even
after controlling for social class, gender and intellectual aptitude. There is converging
evidence from several different types of studies suggesting that involvement in constructive,
non-academic activities both at school and in the community facilitates continued school
engagement and academic achievement as well as other aspects of positive development
during adolescence and in to the early adulthood years. Another article says the lives of
many youth are substantially enriched by their participation in organized extracurricular
activities, which are defined broadly to include adult-sanctioned organized activities that
youth do outside of the classroom (Participation in extracurricular activities- Tom W.
Cadwallader, Mary Wagner, and Nicolle Garza, 2002). Participation in extracurricular
activities is not equally common for youth across disabilitygroups. Youth with disabilities
such as mental retardation, multiple disabilities, or deaf blindnessare much less likely to have
participated in extracurricular activities, whereas youthwith speech, hearing, or other health
impairments are the most active overall.Choices of activity and participation level among
youth with disabilities are related to avariety of demographic factors and generally mirror
those of youth in the general population.Boys and girls with disabilities engage in
extracurricular activities in about the same proportions,although differences in their choices
of the kinds of group to which they belong reflect traditional gender roles. Financial barriers,
however, may hinder participation in some kinds ofextracurricular activities; youth from
lower-income households participate in extracurricularactivities at a lower rate overall, as do
minority youth.
ECA and Demographic characteristics

An article about rates of participation in organized ECA by Canadian children and youth aged
6 to 17 years and how those rates vary by socio-demographic and socio-economic
characteristics (Anne Guevremont, Leanne Findlay and DafnaKohen 2008) using data from
cycle 4 of national longitudinal survey of children and youth (2000/2001) identified that
majority (86%) of children and youth participate in at least one ECA. And girls are more
likely than boys to engage in non-sport activities and in clubs or community groups. Further
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young children who lived in urban areas have relatively high rates of engaging in ECA.
Therefore they say that the likelihood of involvement in ECA was associated with age family
structure, family income, urban versus rural residence and region.
The influence of regular extra-curricular sports practice on self-esteem and anxiety
(Caroline Binsinger, Patrick Laure and Marie-France Ambrad 2006) has been identified using
pupils enter into the first year of secondary school (grade 6) in the Vosgus department (east
France) during the school year 2001-2002 by giving them a self-reported questionnaire. It
shows that a regular extra-curricular sports practice is associated to better levels of self-
esteem and trait anxiety among young adolescent and this activity seems to protect from
severe variations of self-esteem in girls. Further practitioners and physical education teachers
as well as parents should be encouraged to seek out ways to involve pupils in physical
activities, in particular girls, who traditionally are not encouraged to pursue a physical active
lifestyle.
METHODOLOGY
All the graduates in Sri Lanka in recent past have been taken as the population where as a
sample of 150 graduates who passed out from universities in Sri Lanka in the years of 2011,
2012 and 2013 representing various faculties for this study. This study conducted using
survey method which is a primary data collection method and it can be used to collect large
amount of data from number of respondents who are geographically dispersed. In conducting
a survey a questionnaire becomes the most important factor to decide whether the research is
successful or not. Therefore a researcher needs to have a proper questionnaire. Self-
completion questionnaire method is used in this research. In self-completion questionnaire
the respondent himself/herself fill the questionnaire and researcher has no control over it.
The variables used in this research are Sports activities, Music and Dancing, Community
works and Working in associations.
Sport (or sports) is all forms of usually competitive physical activity which, through
casual or organized participation, aim to use, maintain or improve physical ability and skills
while providing entertainment to participants. There are hundreds of sports exist (volley ball,
cricket, hockey, swimming, badminton, carom, etc.)
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Music is an art form whose medium is sound and silence. Its common elements
are pitch (which governs melody and harmony),rhythm (and its associated
concepts tempo, meter, and articulation), dynamics, and the sonic qualities
of timber and texture. Some of the types of music are Jazz Music, Latin Music, Pop Music,
Rap Musicand Rock Music. Dance is a type of art that generally involves movement of the
body, often rhythmic and to music. Some dancing styles are Ballet, Hip-pop, Modern,
Country and western and Latin dance.
Community works refers to the volunteers who work to improve community

enhancement efforts in the area in which they live. Volunteers can conduct a wide range of
activities. Community work can also be defined as volunteerism that requires a certain
number of people, or a large number of people, or more than one person to perform a task
well and bring about the desired results - a community of people (volunteers) are needed to
perform a task that needs to be done for another community.
In universities, societies or associations are organizations founded and run by students to

practice and propagate a certain professional hobby or cause, or to promote professional
development. Such societies have open membership where students typically join societies at
the beginning of the school year when many societies present themselves in a societies fair
and campaign to attract new members. Working in associations as a member adds lot of
experiences to one’s career.
In determining the employability information such as type of organization, level of

working, monthly salary and job satisfaction etc. have been collected in order to decide
whether he/she has a better employability.
Data analyzed using the Statistical Package for the Social Sciences (SPSS) software with
the support of graphs and charts.
ANALYSIS
Information has been analyzed under four categories namely, Personal information,
Academic performance, Working status and ECA involvement in the university and a
comparison between each other.
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1. Personal Information
In Personal information, two variables are discussed called Gender and District. In the sample
there are 54% of Male and 46% of Female from 17 districts. From those Colombo, Kalutara
and Galle represent the majority of respondents. Colombo district has the highest number of
male graduates (60%) and Kalutara district has the female graduates (57.8%) highest. The
relationship of Gender and District with other variables will be discussed in latter categories.
2. Academic Information
In determining the employability of undergraduates their level and quality of education play a
vital role. Under Academic information it identifies 8 variables which determine their
academic qualifications called Faculty, Year of graduation, Class achieved, Grade point
average, Have followed any Professional qualification?, Professional qualification, Why not
followed? and Stage currently in.
This information represents 7 different faculties in the universities in Sri Lanka and
highest numbers of respondents are from Management faculty (62.7%). This study takes
information from graduates who passed out from university in the years of 2012, 2013 and
2014. Highest numbers of graduates in this sample are from 2014 (42.7%). Graduates who
have obtained 2nd upper class (40.7%) and Grade point average between 3.00-3.32 (38%) are
the majority of the sample where graduates who have obtained 1st class (14.7%) and Grade
point average 0.00-2.60 (13.3% ) are the minimum.
In this study it is also considered not only educational qualifications but also professional
qualifications possesses by graduates. There are 75.3% who have followed a professional
qualification such as AAT, ACCA, CIMA, Banking, CIM, CFA, CMA, SLICA etc. Majority
of the graduates have followed SLICA (25.3%) and there are graduates who has followed
more than one qualification stated above. In that also some are still following those and not
finished yet where most of them are final stage. As for the reasons from those who have not
followed any qualification as such they say it is because of lack of financial capability, lack
of knowledge, do not like, lack of time and other reasons.
3. Working Status
When determining employability it is important to analyze following variables. They are
Working?, Type of organization, Level of working, Monthly salary, Satisfied with Job?,
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Satisfies with Pay?, Could have gone for a better job?, Reason for stay in the current job,
Things specifically asked at the interview and Company value engagement in ECA?.
In the sample 88.7% working in a company and from others there are graduates who
do not work, willing to go for a job and self-employed. From them 39.3% which is the
highest are working in private organizations and 33.3% in Government organizations there
are graduates working in publicly listed as well as other organizations. When considering the
level of working in the organization highest numbers of the sample are in operational level
(32%) and middle management level (24%). On the other hand 36.7% are receiving a
monthly salary of below 30000 and in between 31000 to50000. From those who are working
62.7% agree that they are satisfied with their Job and 58% with their Pay. 65.3% think that
they could have gone for a better job than they are currently in. From the people who said
“Yes” majority (34%) agree it is because of their academic qualifications. And others say it is
because of other reasons. According to them the major reason to stay in the current job is that
they like for the job (31.3%). There are other reasons such as social status, well known
company, pay, marriage, family pressure and political reasons etc. At the interviews they
were being specifically asked about their academic qualifications (36%), working experience
(18%) and non-academic qualifications (16%). Finally 57.3% agree that their company value
engagement in ECAs.
4. Extra-curricular activities Involvement

This is the important part of the discussion where it will determine whether engagement in
ECA help to enhance the employability of undergraduates. In that it has taken eight variables
called “Have graduates engaged in ECAs?”, Type of ECA, “ Why if not engaged?”, Highest
level of achievement, “Are they satisfied with achievement?”, “Are they satisfied with
support?”, “Whether ECA help to determine the job?”, and “Do you encourage
undergraduates to do ECA”.
There are 68% who has engaged in ECAs in the university. In this study it has taken four
types of ECAs they are Sports activities, Music and Dancing, Working in associations and
Community works. From those majority have been engaged in more than one activity
(32.7%). There are 18% who has done Sports activities and 10% Working in associations
which are the next highest involving activities. As for the reasons from those who didn’t
engage in ECAs, it is because they had not enough time (13.3%) and do not like (10%).
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Highest level of achievement is Inter university level (30.7%) and there are national level and
other achievements which come as next highest. 43.3% agree that they satisfy with their
achievement and 40% agree with the support given by the university in those achievements.
Majority of them 43.3% think that ECA involvement helped to determine their job where
91.3% encourage undergraduates to do ECAs in the university.
Relationship between variables in ECA involvement and other
1. Descriptive analysis of “Have engaged in ECA in the university?” with other

variables
72% of male and 62% of female have engaged in ECAs in the university. More than 50% of
graduates in many districts and in all the faculties have engaged in ECAs. In each year of
graduation more than 65% of graduates have engaged in ECAs. 68%, 70%, 68%, 61% of
graduates who have obtained 1st class, 2nd upper, 2nd lower and general pass respectively have
engaged in ECAs. 65%, 67%, 68%, 71% who have 2.60-0, 2.9-2.67, 3.32-3.0, 3.33-4 of GPA
respectively have engaged in ECAs as well. 71.6% who have followed a professional
qualification have also engaged in ECAs. More than 50% of graduates who have followed
many professional qualifications including SLICA, CIMA, ACCA and other qualifications
have engaged in ECAs in the university. 70%, 100%, 37.5%, 33% of who are working in a
company, self-employed, willing to go for a job and not working respectively has engaged in
ECAs. 72%, 71%, 82%, 44% who works in government, private, publicly listed and other
type of organizations respectively and more than 60% in every level of organizations have
engaged in ECAs. More than 75% who receive a monthly salary of 30000-50000, 76000-
100000 and above 100000 and more than 60% who get a monthly salary of below 30000 and
51000-75000 have engaged in ECAs. 70% and 73% of graduates who agree that they satisfy
with their job and pay have engaged in ECAs. From both graduates who think and do not,
that they could have gone for a better job than current one, 71% have engaged in ECAs. From
the majority who said that main reasons for stay in the current job as they like, social status
and well known company more than 65% have engaged in ECAs. Further more than 65%
who said that academic and non-academic qualifications are the mainly asked things in the
interview have engaged in ECAs. 68% who agree that their company value engagement in
ECAs have also done ECAs in the university. 72% of those who encourage undergraduates to
do ECAs have engaged in ECAs.
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Table 01- Summary of the analysis of Correlations among variables
Variable Have engaged in ECA?
Gender Weak Positive

Faculty Strong Positive
Year of Graduation Moderate Positive
Class achieved Moderate Positive
GPA Moderate Positive
Followed Prof.Qualification? Weak Positive
Prof.Qualification Weak Positive
Working Status Moderate Positive
Type of Organization Moderate Positive
Level of working Moderate Positive
Monthly salary Moderate Positive
Help to determine job? Strong Positive
Do you Encourage to do ECA? Strong Positive
Note: In order to analyze the relationship between above variables Pearson Rank Correlation
test was conducted and results were categorized in to three sections according to the “Sig
value” (2-tailed) as Strong Positive (0.5-1), Moderate Positive (0.5), and Weak Positive (0-
0.5).
According to above analysis of correlations it is evident that there is a positive

relationship of “Have engaged in ECA” with other variables mentioned above.
2. Descriptive analysis of “Type of ECA” with other variables

Majority of both male and female in many districts have done more than one ECA and sports
activities the most. Further graduates in every faculty in each of the three years of graduation
2nd
have done those two the most. Majority of upper class holders have done working in
associations, community works, music and dancing and more than one ECA whereas most of
the 2nd lower class holders have done sports activities. From all those who have engaged in
each ECA more than 65% have followed a professional qualification where SLICA is the
popular qualification of each category. More than 85% in each ECA category are working in
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a company in which most of them are in government and private organizations in operational,
middle management and executive levels. From the majority who has done more than one
ECA most of them earn a monthly salary of 30000-50000 and from those who have done
sports activities and working in associations majority earn a monthly salary of below 30000.
Majority of graduates who have done each of those ECAs agree that they satisfy with their
job and pay. More than 55% of graduates in each category of ECA think that they could have
gone for a better job than current one because of their academic as well as non-academic
qualifications where most of them stay in their current job because they like. Graduates in
each category of ECA say that most of them were being asked about their academic
qualifications and non-academic qualifications at the interview the most and agree that their
company value engagement in ECAs. In each category of ECA, most of them have inter
university level of achievement and of those who did sports activities and more than one
ECA have gone up to national level and others as well. Further they satisfy with their
achievement and the support given by the university and agree that it helped them to
determine their job and they encourage undergraduates to do ECAs in the university.
Variable Type of ECA

Faculty Strong Positive
Year of Graduation Weak Positive
Class achieved Moderate Positive
GPA Moderate Positive
Working Status Weak Positive
Level of working Weak Positive
Monthly salary Weak Positive
Help to determine job Moderate Positive
Encourage to do ECA Strong Positive
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0.5).

relationship of “Type of ECA” with other variables mentioned above.
3. Descriptive analysis of “Highest level of achievement” with other variables
Majority of the achievements are of male mainly inter university level and other. From
majority who has gone up to inter university level of achievement most of them have 2nd
upper and 2nd lower classes with GPAs of 3.30-3.0 and 2.9-2.67 and have followed a
professional qualification as well. From many who have achievements of inter university
level and national level working in government and private organizations mainly in
operational and middle management levels earning a monthly salary of below 30000 and
30000-50000. From those who have inter university, national and other levels of achievement
majority agree that they satisfy with their job and pay and further they agree that they satisfy
with their achievement and support given by the university. Finally most of them agree that
engagement in ECA help them to determine their job and encourage others to do ECAs.
Variable Highest achievement

Faculty Moderate Positive
Year of Graduation Strong Positive
Class achieved Strong Positive
GPA Strong Positive
Working Status Moderate Positive
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Level of working Moderate Positive

Monthly salary Moderate Positive
Help to determine job Moderate Positive
Encourage to do ECA Strong Positive
0.5).

4. Descriptive analysis of “Did ECA help to determine the Job?” with other variables
More than 60% of both male and female in each faculty agree that engagement in ECA help
them to determine their job. Further majority of them who agree that engagement in ECA
help them to determine their job are working in government and private organizations in
many levels. Finally more than 95% who agree that engagement in ECA help them to
determine their job encourage undergraduates to do ECA in the university.
Variable Help to determine job

Faculty Moderate Positive
Year of Graduation Weak Positive
Class achieved Strong Positive
GPA Strong Positive
Working Status Weak Positive
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Level of working Weak Positive

Monthly salary Weak Positive
Encourage to do ECA Moderate Positive
0.5).

DISCUSSION
Many scholars agree that we should upgrade the level of education and skills of our
workforce to improve our standard of living. It is needed continuous education and training to
make the workforce fully employed. A well-educated and trained person can supply large
amount of useful productive effort than a person who is not. Expenditure on education and
training can be treated as an investment in human capital because it enlarges the flow of
earnings. Therefore expenditure on university education can also be considered as a human
capital investment since it gives rise to the quality of a person who becomes a graduate one
day.
Employability of a country is one of the most important aspects which determine the
national output of that country. Employability refers to a person's capability for gaining and
maintaining employment. For individuals, employability depends on the knowledge, skills
and abilities they possess, in addition to the way they present those assets to employers. A
graduate is capable of supplying quality labor which is crucial in a given country’s labor
supply. According to statics of Central Bank of Sri Lanka (2013) Labor force in Sri Lanka is
8,802,000 and from which 8,418,000 are employed currently. Further there are only 4.7%,
6.3%, and 5.9% of senior officials and managers, Professionals and Technicians and associate
professionals respectively from those who employed which is a lower number.
ECAs help to acquire various skills for a person such as self-confidence, team work,
leadership skills, self-esteem, analytical thinking, problem solving, time management,
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motivation and commitment etc. Further it leads to increase proactive behavior, tolerance for
stress, positive attitudes, social contacts, influence tactics and work team performance which
directly linked to career success. Therefore if an undergraduate engage in ECAs in the
university he/she can improve level of education and skills both.
There are some limitations in this study as well. Here the sample is so large and we could
take only a sample of 150. It doesn’t represent all the universities and faculties in Sri Lanka.
Therefore it is hard to generalize the results as common for all. Apart from that there were
issues regarding measuring the information because they were highly qualitative. It cannot be
said that all of these information is uniform or indeed positive since it can change depending
on other factors as well. At the same time there can be negative effects of engaging in ECAs
such as only focusing on ECA will reduce the time remaining for learning, making unwanted
social groups and habits. Further an injury happened because of engaging in ECA which led
to a large damage physically will reduce the ability of learning. Likewise there can be many
negative impacts. It should also mention that there are some time period problems in this
study because it has taken only 3 years which is from recent passed out graduates where
many of them who passed out in 2014 are still in probationary periods, lower levels in the
organization earning considerably lower salaries than others and some are still searching for
jobs. Therefore it is hard to generalize the conclusions coming from this study as it is.
CONCLUSION
Throughout this study it tries to identify whether there is a significance of Extra-curricular
activity involvement in determining employability of undergraduates in Sri Lanka. By
looking at the information gathered it can be seen that ECA involvement affects the
employability of those who engaged in ECAs in the university. For those who did ECA have
more chances of getting selected for a better job there by enhances the ability to perform well
in that job. It was evident not only from graduates but also from the ideas of employers as
well.
After all majority of respondents who engaged in ECAs shows a positive ideas towards
engagement in ECAs. Therefore it can be said that participation in ECAs may provide access
to the relationships and networks that support positive outcomes for undergraduates, or to the
knowledge and skills which support to higher social status. It will help to produce more
17

intellectual capital as well as more skillful workforce which productively contribute to

national output thereby enhance the standard of living of people in the country.
In order to encourage participation for ECA further it would be better if higher authorities
can provide some motivational things for undergraduates in many ways. They can have a
mechanism where some points get added to their degree if he/ she have national level
achievements which highly motivate them. Further universities can provide more facilities
and chances for participating in ECA and appreciate them. Those things will uplift
undergraduate’s intention to engage in ECA and be more productive in to the society as a
whole.
References
Binsinger C., Laure P., Ambard M. F.: (2006), “Regular extra-curricular sports practice does not prevent
moderate or severe variations in self-esteem or trait anxiety in early adolescents “Sports Sci Med.; Vol.5,
No.1, pp. 123–129.
Central Bank of Sri Lanka(2014)- Economic and Social Statistics of Sri Lanka
Clegg S., Stevenson J., and Willott J.,: (2009), “Staff conceptions of curricular and extra-curricular activities in
higher education “ Springer Science, Vol. 59, No. 5, pp. 615-626
Eccles J S, Barber B L, Stone M, Hunt J (2003), “Extra-curricular activities and Adolescent development”
Journal of Social Science, Vol. 59, No.4, pp. 865-889.
Guevremont A., Findlay L. andKohen D.,: (2008), “Organized extra-curricular activities of Canadian children
and youth “, Health Rep. Vol. 19 No.3, pp.65-9.
James W. O’Dea: (1994), “The effect of extra-curricular activities on academic achievement”,Undergraduate
Research Journal for the Human Sciences,Vol.1, No.3.pp.1-13.
Jenny M. S.: (2009), “culture and participation in collage extra-curriculum “Vol. 32, No. 2, ,pp.145–168.
Moriana J. A., Francisco A. R.,, Pino M. J.,Herruzo, J., Ruiz R., (2009), “ Extra-curricular activities and
academic performance in secondary students” Electronic Journal of Research in Educational Psychology,
Vol.4, No. 1, pp. 35-46
Ralph B. McNeal, Jr.: (2003), “The effect of extra-curricular activities on school Sociology of Education, Vol.
68, No. 1 (Jan., 1995), pp. 62-80
Trinb Le: (2013), “Does participation in extra-curricular activities reduce engagement in risky behaviors?”
Melbourne Institute Working Paper No. 35/13
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Proceedings of 12th International Conference on Business Management

Extra-Curricular Activities and Employability of

Key words: University graduates, Extra-curricular activities, Employability

JEL Classification: C80, H50

Many undergraduates think that engaging in Extra-curricular activities is a just a waste of

DATA AND METHODOLOGY

RESEARCH PROBLEM AND OBJECTIVES

• Understand the type of Extra-curricular activities which undergraduates are involved

ECA and Career success

Electronic copy available at: https://ssrn.com/abstract=2699755

ECA and Academic performance

Electronic copy available at: https://ssrn.com/abstract=2699755

ECA and Adolescent

ECA and Demographic characteristics

Electronic copy available at: https://ssrn.com/abstract=2699755

Electronic copy available at: https://ssrn.com/abstract=2699755

Community works refers to the volunteers who work to improve community

In universities, societies or associations are organizations founded and run by students to

In determining the employability information such as type of organization, level of

Electronic copy available at: https://ssrn.com/abstract=2699755

Electronic copy available at: https://ssrn.com/abstract=2699755

4. Extra-curricular activities Involvement

Electronic copy available at: https://ssrn.com/abstract=2699755

Relationship between variables in ECA involvement and other

1. Descriptive analysis of “Have engaged in ECA in the university?” with other

Electronic copy available at: https://ssrn.com/abstract=2699755

Table 01- Summary of the analysis of Correlations among variables

Variable Have engaged in ECA?

Gender Weak Positive

According to above analysis of correlations it is evident that there is a positive

2. Descriptive analysis of “Type of ECA” with other variables

Electronic copy available at: https://ssrn.com/abstract=2699755

Table 02- Summary of the analysis of Correlations among variables

Variable Type of ECA

Gender Weak Positive

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According to above analysis of correlations it is evident that there is a positive

3. Descriptive analysis of “Highest level of achievement” with other variables

Table 03- Summary of the analysis of Correlations among variables

Variable Highest achievement

Gender Weak Positive

Electronic copy available at: https://ssrn.com/abstract=2699755

Level of working Moderate Positive

According to above analysis of correlations it is evident that there is a positive

Table 04- Summary of the analysis of Correlations among variables

Variable Help to determine job

Gender Weak Positive

Electronic copy available at: https://ssrn.com/abstract=2699755

Level of working Weak Positive

According to above analysis of correlations it is evident that there is a positive

Electronic copy available at: https://ssrn.com/abstract=2699755

Electronic copy available at: https://ssrn.com/abstract=2699755

intellectual capital as well as more skillful workforce which productively contribute to

Electronic copy available at: https://ssrn.com/abstract=2699755

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