The Dispatch
Extracurricular advantage
Addressing inequality in universities’ extracurricular careers support.
By Chloë Lane
Most universities and business schools offer some form of extracurricular careers support. This may come in the form of career mentorship, networking opportunities or workshops. For those who use them, these careers services offer many benefits.
Through these services, students often gain valuable insights into their career paths, develop strong professional networks and enhance their employability. These resources can play a crucial role in helping students secure internships, job placements and long-term career success after graduation.
However, these types of extracurricular activities can sometimes inadvertently exacerbate inequality as they may not be equally accessible to all students, leading to disparities when it comes to applying for graduate jobs, placements or internships.
A recent international graduate outcomes survey from QS, in partnership with Universities UK, reveals that just three percent of international students found a job through their university career support services. Most didn’t use university career services at all to support their job search.
Less advantaged students may be more likely to work in part time jobs, or have caring responsibilities which make them less likely to participate in these extracurricular career activities. More than half (53 percent) of the students surveyed identified career support and placements as an area their university could improve on.
Institutions are therefore starting to take additional measures to ensure students don’t miss out on valuable career support opportunities just because they are unable to utilise them.
“Embedding employability in the curriculum was critical to avoid some students being able to benefit and others not."
Embedding employability into the curriculum
When Manchester Metropolitan University Business School redesigned their curriculum to place a stronger focus on strength-based learning, reducing career inequality was a significant factor in the decision.
Previously, the business school integrated one employability module into the students’ first year, with additional careers support offered outside of the curriculum. When reviewing this, the institution found that not only were students overlooking the importance of the module, but less advantaged students, who were more likely to have other commitments outside of studying, were missing out.
“Embedding employability in the curriculum was critical to avoid some students being able to benefit and others not,” says Dr Hannah Holmes, Dean of Manchester Metropolitan University Business School.
The strength-based learning approach to employability has been incorporated into all three years of the curriculum, explains Dr Holmes. To do this, the business school partnered with Cappfinity, the global leader in skills-based hiring, to design the new curriculum and enhance students’ employability.
Students are now given a questionnaire to fill out, which, once completed, gives them a complex strength profile. Throughout their time at university, students will then work directly with faculty to improve these strengths, as well as the areas where they are weaker.
This, Dr Holmes believes, has significantly contributed to the business school’s improved graduate outcomes. The number of students securing industrial placements at Manchester Metropolitan University Business School has increased year on year, as has the quality of the placements, with many going on to secure experience with Times Top 100 Graduate Employers.
The Rotterdam School of Management, Erasmus University (RSM) has also taken this approach.
“We recognise the diverse backgrounds and needs of our students, which is why we integrate career-focused experiences into the curriculum for certain programmes,” says Satya Autur, Employer Relations Manager at RSM.
RSM’s "Your Future Career" course, for example, is a key component of the school’s master's programmes. This course helps students identify their career aspirations, develop essential skills, engage in peer feedback, and build a professional network to thrive in the job market.
Similarly, the school’s ‘International Consultancy Projects’ allow students to work in teams of 4-6 on real company assignments, bridging theory with practical experience. “We are actively moving towards a model where more courses blend theoretical learning with practical application, including consultancy projects and real-world business case challenges,” remarks Autur.
Support for partners and families
For some schools, extending support to students’ families has been an effective way to ensure students don’t miss out on valuable extracurricular opportunities. INSEAD Business School in France has designed a comprehensive partner programme that ensures students’ accompanying families have access to a network and community of their own.
Partners are offered language classes, networking opportunities, activities for children and more, explains Katja Boytler, Global Director of Student Life at INSEAD. This support allows their studying partners to focus on their academics and their job search.
“Personalised support is essential at INSEAD,” states Boytler. This personal approach is reflected in the extensive individual career coaching programme at the Career Development Centre. Alumni can also access two hours of career coaching for free, every year.
If they become ill while studying, INSEAD has subscribed to global medical insurance that students can access. A dedicated team member will engage closely with them to ensure they have what they need. They will also have access to a free psychological services team. If students are then unable to pursue their studies, INSEAD can make arrangements for them to integrate future classes once they are ready to return to their studies.
Providing accessible remote career resources
Involvement in extracurricular activities is one thing that impacts employability, but other factors, such as work experience, academic achievements and specialisms in their studies, are just as influential, explains Tanja Makkonen, Senior Manager of the Career Services at Aalto University School of Business.
“Our role is to inform students about the different things that affect their employability,” she says.
To ensure no student misses out on career support, Aalto University School of Business offers remote career services– enabling students to access them 24/7 from anywhere in the world. These services include online webinars and personal career coaching via Teams, as well as training webinars and job search guides.
By providing a range of services that can be accessed remotely and at any time, Aalto hopes to level the playing field for all students, ensuring that those with time constraints or other commitments are not disadvantaged.
The Suliman S Olayan School of Business (OSB) at the American University of Beirut is taking measures to ensure all students have access to career development resources, regardless of time constraints, reveals David Matta, Career Management Services Director at OSB.
OSB has implemented flexible scheduling options for career services, including walk-in sessions that are available on designated days, and appointment-based sessions that can be conducted either face-to-face or online.
“To address potential disparities, OSB has introduced initiatives that integrate career development into the academic curriculum, ensuring that all students are encouraged to engage in some form of extra-curricular involvement, even if minimal,” reveals Matta.
All undergraduate students are required to complete a workshop consisting of five sessions: psychometric testing, understanding the job market, preparing their profiles, learning about interview techniques and a session focused on networking and searching for opportunities. An optional course then delves deeper into topics such as promotions, career transitions, and entrepreneurship.
OSB has also introduced a Career Mentorship Program that pairs students with industry professionals, offering tailored guidance and networking opportunities aligned with their career goals. The school hosts inclusive events and workshops designed to accommodate diverse schedules and backgrounds, ensuring that every student has the opportunity to develop the necessary skills and connections.
For students who are unable to attend modules in person, the Career Development Office has developed online modules focusing on essential careers skill development, such as resume writing and interview techniques, accessible to students at any time.
“We have observed that students who participate in extra-curricular activities, including competitions and special programs, often experience better outcomes in internships and job placements,” Matta adds.
To support this, OSB has partnered with numerous national and global competitions in areas such as consulting, marketing, supply chain, and finance. These activities not only enhance students' hard skills in these subjects but also help them develop essential soft skills and build networks that are highly valued by employers.
A challenge for higher education institutions
The issue of inequality in extracurricular careers support poses a challenge for business schools in ensuring all students have equal access to opportunities.
Business schools are addressing these disparities in different ways – from integrating careers modules into the curriculum, to providing support for the students’ families. There is no right way, or wrong way to do this.
By offering more inclusive and accessible support, higher education institutions can help all students, regardless of their background or circumstances, to achieve their career aspirations.