University Campus Life and Activities Aligned with Students’ Preferences towards Designing Competency Model Framework
Abstract
Universities are keen to offer a holistic student experience, which is imparted through participation in activities, involvement in clubs, and community engagement. Campus life and activities contribute to skills and attributes enhance employability and interpersonal competencies. Within this context, this research aims to examine students’ preferences for features of campus life and activities to acquire life skills and competencies. The study explores the perceptions of the students at Gulf University, Bahrain about campus life and participation in activities for interpersonal and academic achievement. The research deployed both quantitative and qualitative methodology. The quantitative methodology relied on questionnaire, with responses from 405 students across the programs. The results were analysed to identify students’ preferences for activities and development of competencies. As part of the qualitative methodology, a focus group interview was conducted involving 10 students. The results of the questionnaire and content analysis of the focus group interview illustrated that students embrace campus life and appreciate the opportunity to participate in a wide range of events and activities. All the students were interested in sports activities. The role of activities in developing a range of competencies for employability and holistic learning was overlooked by a considerable number of students. The results were utilized to design a four-to five-year competency framework supporting universities to prepare graduates who stand out to employers because of their interpersonal competencies such as reflecting a distinguished character, passion for taking responsibility, and leading initiatives in their profession, community, and environment. The framework supports ongoing improvement in competency identification, redesigning campus life and activities, assessing the impact, and feeding back for the next cycle.
https://doi.org/10.26803/ijlter.22.2.11
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