Impact of Co-curricular Activities & High Impact Practices on Student Satisfaction, Employ, Lecture notes of Performance Evaluation

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Involvement,

Leadership and

Student

Outcomes at

Graduation

Center for the Study of Student Life

May 2020

EXECUTIVE SUMMARY

This report presents findings from the 2018- 2019 The Ohio State University Undergraduate Graduation Survey. Specifically, this report examines outcomes related to undergraduate student involvement and participation in leadership positions. These outcomes include satisfaction with Ohio State, employment prospects and intentions to attend graduate or professional school.

Results from this report suggest that being involved in co-curricular activities outside of the classroom and holding leadership positions are both associated with increased reports of receiving a job offer at the time of graduation and more interest in attending graduate or professional school. Additionally, those students who were involved in co-curricular activities reported higher levels of overall satisfaction with their Ohio State experience compared to those not involved at all.

Out of the co-curricular activities analyzed, some are considered to be high-impact practices (HIPs). According to Kuh (2008), HIPs are active learning practices that promote deep learning by promoting student engagement. Results from this report indicate that, like those involved in any activities, those students involved exclusively in HIPs reported significantly higher levels of overall satisfaction with their Ohio State experience, were more likely to have received a job offer at the time of graduation and were more likely to express interest in attending graduate or professional school compared to those students who were not involved in any kind of on-campus or co-curricular activity.

Further examination also found that students who participated exclusively in HIPs were more likely to have received a job offer at the time of graduation than those students who were involved exclusively in activities not considered to be high impact. These findings suggest that involvement in HIPs may lead to improved future employment outcomes above and beyond involvement in other kinds of activities.

INVOLVEMENT OUTCOMES

• 92.2% of graduating students reported that they were involved in at least one on-campus and/or co-curricular activity.
• Involved students were 2.1 times more likely to be satisfied with their overall experience at Ohio State; 1.8 times more likely to have received a job offer at the time of graduation; and 1.7 times more likely to express interest in attending graduate or professional school than uninvolved students.
• Students involved exclusively in HIPs were 1.6 times more likely to be satisfied with their overall experience at Ohio State; 1.5 times more likely to have received a job offer at the time of graduation; and 1.3 times more likely to express interest in attending graduate or professional school than uninvolved students.
• Students involved exclusively in HIPs were 2.0 times more likely to have received a job offer at the time of graduation than those involved exclusively in activities not considered to be high impact. In terms of satisfaction and intentions to attend graduate or professional school, there were no significant differences between the two groups.

LEADERSHIP OUTCOMES

• 36.4% of graduating students reported that they held a formal leadership position while in college.
• Students in leadership positions were 1.7 times more likely to have received a job offer at the time of graduation and were 1.3 times more likely to express interest in going to graduate or professional school than were students who did not hold leadership positions.

DEMOGRAPHICS

The following tables display sex and race/ethnicity information from the Student Information System (SIS) for the students who completed the survey. Data from the SIS were used because the Graduation Survey does not ask students to self-identify their gender or racial/ethnic identities.

Sex ( n = 5,927) Female 53 .0% Male 46.3% Undisclosed 0.6% Race/Ethnicity ( n = 5,927) Asian 6.4% Black/African American 4.9% Hispanic 4.0% Non-Resident Alien 7.2% None Given/Race Unknown 2.2% Two or More Races 3.3% White 72.0% Note. Due to low sample size and to protect anonymity, American Indian/Alaska Native and Native Hawaiian/Pacific Islander have been excluded from these analyses. Non-resident alien students represent international students.

FINDINGS

INVOLVEMENT AND LEADERSHIP OUTCOMES AT GRADUATION

This section of the report examines how students’ on-campus involvement and leadership roles relate to overall satisfaction with Ohio State, employment prospects and intention to attend graduate/professional school.

Involvement and Outcomes

Of those who responded to the survey, 92.2% of students were involved in at least one on-campus and/or co-curricular activity. This includes any of the activities listed on page 2. Those who were involved were more likely to be satisfied with their Ohio State experience, had received a job offer and were more likely to be expecting to attend graduate or professional school than those who were not involved. For example, involved students were 2.1 times more likely to be satisfied with their Ohio State experience than were students who were not involved.

Involved (^) InvolvedNot^ Odds Ratio

Satisfied with experience at Ohio State.

94.0% ( n = 5,178)

88.2% ( n = 406)

2.1***

I have a received a job offer.

53.9% ( n = 3,747)

39.0% ( n = 351) 1.8***

I am expecting to attend graduate or professional school.

27.6% ( n = 5,443)

18.3% ( n = 454)

1.7***

94.0%

53.9%

27.6%

88.2%

39.0%

18.3%

0%

20%

40%

60%

80%

100%

Overall Satisfaction*** Job Offer*** Expected to Attend Graduate/Professional School***

Involvement Outcomes

Involved Not Involved

Leadership and Outcomes

Of those who responded to the survey, 36.4% of students held a formal leadership position. Those who held a leadership position were 1.7 times more likely to have received a job offer and were 1. times more likely to be expecting to attend graduate or professional school than those were not in a leadership position. In terms of satisfaction with their overall experience at Ohio State, there were no significant differences between those who did and did not hold a leadership position.

In Leadership Position

Not in Leadership Position

Odds Ratio

Satisfied with experience at Ohio State.

93.9% ( n = 2,071)

93.3% ( n = 3,513)

n.s.

Received a job offer.

61.3% ( n = 1,414)

48.0% ( n = 2,684)

1.7***

Expecting to attend graduate or professional school.

30.6% ( n = 2,148)

24.7% ( n = 3,749) 1.3***

93.9%

61.3%

30.6%

93.3%

48.0%

24.7%

0%

20%

40%

60%

80%

100%

Overall Satisfaction Job Offer*** Expected to Attend Graduate/Professional School***

Leadership Outcomes

In Leadership Position Not in Leadership Position

I am expecting to attend graduate or professional school.

23.0% ( n = 994)

24.1% ( n = 428)

n.s.

1

HIP Involvement Outcomes 00% (^) 92.4% 92.9% 88.2%

80%

60% 48.4% 39.0% 40% (^) 31.8% 23.0% 24.1%^ 18.3% 20%

0% Overall Satisfaction Job Offer Expected to Attend Graduate/Professional School Involved Exclusively in HIP(s) Involved in Non-HIP Activities Not Involved

Note. The Involved in Non-HIP Activities group is composed of students who were involved exclusively in activities not considered high impact.

Further examination of the HIP findings found that when internships were removed from the analyses, there were no significant differences in job offers at graduation between those involved exclusively in HIPs and those involved in other activities not considered to be high-impact. This is not to say that the other HIPs are not important. On the contrary, Kuh (2008) has demonstrated that each of the HIPs are significantly influential and help lead to deeper student learning. Instead, this finding should be viewed as helping to confirm that some HIPs (i.e., internships) are more clearly related to certain post-graduation outcomes like receiving job offers.

CONCLUSION

This report investigated the associations between on-campus involvement and leadership with students’ overall satisfaction with Ohio State, employment prospects and intentions to attend graduate or professional school. The results of the analyses conducted in this report broadly indicate that those students who were involved in on-campus activities and participated in leadership roles were significantly more likely to have a job offer at the time of graduation and were more likely to express intentions of attending graduate or professional school. The results also indicate that those students involved in on-campus activities were significantly more satisfied with their experience at Ohio State than those not involved in on-campus activities.

Examination of students who participated exclusively in HIPs found that these students were significantly more satisfied with their overall experience at Ohio State, were more likely to have received a job offer at the time of graduation and were more likely to express interest in attending graduate or professional school than uninvolved students. A further comparison found that students involved exclusively in HIPs were more likely to have received a job offer at the time of graduation

than were students who were involved only in activities not considered HIPs and that this finding was largely driven by students’ participation in internships. Involvement in HIPs, especially internships, may lead to improved future employment outcomes above and beyond involvement in other kinds of activities.

REFERENCES

Astin, A.W. (1999). Student involvement: A developmental theory for higher education. Journal of College Student Development , 40 (5), 518-529.

Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Washington, DC: Association of American Colleges and Universities.