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«S u e Cl e g g J a cq u e li n e Steve nso n J o h n W ill ot t Acknowledgements This project has depended on the support of many people, to whom we ...»

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Smith, K., Clegg, S. et al. (2004) Fostering Autonomy through Work-Based Experiences: Challenges for University Educators and Students. Learning and Teaching in the Social Sciences. 1 (3), pp.189-204.

Smyth, E. and Hannan, C. (2007) School processes and the transition to higher education. Oxford Review of Education. 33 (2), pp. 175-194.

Stuart, M. (2008) Student diversity, extra curricular activities and perceptions of

graduate outcomes. Available from:

http://www.heacademy.ac.uk/resources/detail/publications/Stuart_Final [7 December 2009].

Thomas, L. and Quinn, J. (2007) First Generation Entry into Higher Education.

Buckingham: SRHE and Open University Press.

Thomas, L. (2002) Student retention in higher education: the role of institutional habitus. Journal of Education Policy. 17 (4), pp. 423-442.

Wenger, E. (1998) Communities of Practice: Learning, Meaning, and Identity.

Cambridge: Cambridge University Press.

Yorke, M. (2006) Employability in higher education: what it is and what it is not.

Learning & Employability Series 1. York: ESECT/Higher Education Academy.

Available from:

http://www.heacademy.ac.uk/assets/York/documents/ourwork/tla/employability/i d116_employability_in_higher_education_336.pdf [15 January 2008].

Yorke, M. and Knight, P.T. (2006) Embedding employability into the curriculum.

Learning & Employability Series 1. York: ESECT/Higher Education Academy.

Available from:

http://www.heacademy.ac.uk/assets/York/documents/ourwork/tla/employability/i d460_embedding_employability_into_the_curriculum_338.pdf [7 December 2009].

Yosso, T. (2005) Whose culture has capital? A critical race theory discussion of community wealth. Race, Ethnicity and Education. 8 (1), pp. 69-91.

–  –  –


This section focuses on activities that are organised (either formally or informally) through Leeds Met e.g. through the Students' Union or through your course.

–  –  –

Q31 Do you participate in any competitions or examinations, or activity at a high level related to the above? (e.g. BUSA Team Championships in football, delegate to a regional or national conference, sitting on the regional executive of the Students' Union.)  No ____________________________________________

Yes - please describe ____________________________________________

Q32 How do you think being involved in any of these activities will help your career?






This section focuses on activities that take place outside the university.

–  –  –

Q34 How many hours a week on average do you spend doing these activities outside Leeds Met? (Include travel, training or general organisation etc.) 1-5 hours 6-10 hours 11-15 hours 16-20 hours 21+ hours Not applicable

–  –  –

We also plan to undertake short interviews to elaborate on some of the issues identified within the questionnaire and would like to invite you to take part in an interview.

–  –  –

2) Have you heard the term ‘extra-curricular activities’ much before?

What do you understand by this term? What would it cover?

Do you participate in any ECAs? Which?

How big a factor in choosing Leeds Met?

Is this term used by tutors on your course?

Was this term used at school / college?

Messages from home / school e.g. when filling in UCAS form? Remember what put on UCAS form?

3) Have you given much thought to your future employment and career?


Do you have a particular career ambition at this point in time?

What are you hoping to do once you’ve graduated?

What do you hope to be doing in five years’ time?

4) Run through employment history to date.

Paid work at Leeds Met?

What? SA?


Hours per week How long?

Paid work outside Leeds Met?



Hours per week How long?

Why stopped?

5) Can you tell me a bit more about other activities you’ve been involved in since starting at Leeds Met? [prompt sheet] Inside / outside Leeds Met? Both?

Did you do any of these at school / college or did you start them at Leeds Met?

Are there any activities that you’ve dropped since coming to Leeds Met?

What would you class these as?

The Higher Education Academy

6) Have you found that your involvement in these activities [prompt sheet] is beneficial or advantageous when it comes to studying or learning on your course?


Do your tutors encourage you to be involved in these?

Do your tutors draw on your experiences of these activities during lectures or tutorials?

Has your involvement had a positive impact on any of your grades?

–  –  –

9) Have you done a CV / job application?

How likely are you to include these on a CV or job application in the future?

Any more valuable / more important e.g. for employment prospects?

More valuable inside / outside Leeds Met?

10) Would you exclude any of these activities from a CV or application form (e.g.

sport, child care)?

If so, why is this?

11) Do your parents / guardians encourage you to get involved in these activities?

Have they been involved in similar activities? [prompt sheet]

12) How useful do you think your degree qualification will be to your employability and future career?

How useful do you think your involvement in the activities we’ve discussed will be to your employability and future career / prospects?

Which more important or valuable for employment prospects?

13) Have you changed in any way since becoming a student at Leeds Met (e.g.

changed direction, interests, views, aspirations)?

Have you been inspired / encouraged?

Do you think differently about what you’re doing?

14) Open question – is there anything else you can think of that would be relevant?

The Higher Education Academy Appendix IV Prompt sheet


Paid work at Leeds Met Paid work outside Leeds Met Art, Drama, Music Faith / cultural activities Family, domestic or caring activities Political activity Sport and / or other physical activity Volunteering

–  –  –

2) What do you understand by the term ‘extra-curricular activities’?

3) Are you aware of any extra-curricular activities that your students are engaged in?

–  –  –

How would you categorise / characterise these sorts of activities?

Do you distinguish between in-course activities (e.g. field work) and activities outside courses?

5) Have you noticed any patterns of participation in ECA by social group? Does participation vary by social group?

–  –  –

6) In your experience, does involvement in different activities have advantages or benefits for participating students? If so, what are these?

Prompt: above list Are some more valuable or beneficial than others, in your view?

–  –  –

8) Does involvement in different activities have disadvantages or drawbacks for participating students? If so, what are these?

Prompt: above list

–  –  –

12) Does student involvement in these activities [prompt list] have any positive benefits for you in your role as a lecturer / tutor?

13) Does student involvement in these activities [prompt list] give rise to any concerns or problems for you in your role as a lecturer / tutor?

–  –  –

14) Anything you want to offer / add that you think is important?

The Higher Education Academy

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