Mas e Deg ee P og am in
S a is ics and In o ma ion Managemen
The impo ance o ex acu icula ac i i ies in academic success
Ma ga ida Luís Raimundo Se ado Luís
Disse a ion
p esen ed as pa ial equi emen o ob aining he Mas e Deg ee P og am in S a is ics and In o ma ion Managemen
NOVA In o ma ion Managemen School
Ins i u o Supe io de Es a ís ica e Ges ão de In o mação
Uni e sidade No a de Lisboa
MEGI
NOVA In o ma ion Managemen School
Ins i u o Supe io de Es a ís ica e Ges ão de In o mação
Uni e sidade No a de Lisboa
THE IMPORTANCE OF EXTRACURRICULAR ACTIVITIES IN ACADEMIC
SUCCESS
By
Ma ga ida Luís Raimundo Se ado Luís
Mas e Thesis p esen ed as pa ial equi emen o ob aining he Mas e ’s deg ee in S a is ics and
In o ma ion Managemen , wi h a specializa ion in In o ma ion Analysis and Managemen
Supe iso : P o esso Ana C is ina Cos a, PhD
July 2023
STATEMENT OF INTEGRITY
I he eby decla e ha ing conduc ed his academic wo k wi h in eg i y. I con i m ha I ha e no used
plagia ism o any o m o undue use o in o ma ion o alsi ica ion o esul s along he p ocess leading
o i s elabo a ion. I u he decla e ha I ha e ully acknowledge he Rules o Conduc and Code o
Hono om he NOVA In o ma ion Managemen School.
Ma ga ida Luís Raimundo Se ado Luís
Vila F anca de Xi a, 14 h o July 2023
iii
DEDICATION
In he e y nea pas , I ne e hough I could be deli e ing his disse a ion. No because I couldn’ do
i o didn' ha e enough knowledge o do i , bu because I didn' hink i made sense anymo e.
You always wan ed he bes o me, and you always did e e y hing in you powe o gi e me he bes
educa ion in e e y possible way. You d eam was always o me o ha e a bachelo ’s deg ee and a
mas e ’s deg ee, bu un o una ely li e plays icks and you couldn' see ei he one o hem. Fo a long
ime, I was in doub as o whe he I should go o a mas e 's deg ee, and in 2021 I hough I couldn'
wai any longe and had o do i . Do i o me and do i o you.
This disse a ion is dedica ed o you, Dad!
i
ACKNOWLEDGEMENTS
Al hough he e we e many people who con ibu ed o he esul and comple ion o his disse a ion, I
would like o show my deepes g a i ude o my supe iso and p o esso o he cu icula uni
"Resea ch Me hodologies", D . Ana C is ina Cos a. He commi men and dedica ion du ing hese
mon hs we e ema kable, as well as he o al a ailabili y, scien i ic and echnical knowledge and all
he help om sugges ions and commen s. I would also like o hank he o he sympa hy, us , and
o belie ing ha his heme could be success ul and o p omp ly accep ing o be my supe iso .
I would like o hank my pa ne , Diogo Pacheco T indade, o all he help and suppo you ha e shown
o e he yea s and o ne e s opping belie ing in me.
Finally, I would like o hank my mo he , Fá ima Se ado , o all he suppo and lo e she gi es me
e e y day, o being my bigges pilla and s eng h, and abo e all o making i a poin e e y day o say
ha I can and should con inue o d eam.

ABSTRACT
The pe cep ion o he quali ica ions needed o en e he labo ma ke in Po ugal and in o he
coun ies is cons an ly changing. Nowadays, companies a e inc easingly looking o a new g adua e
wi h ce ain so skills a he han a new g adua e wi h an excellen GPA. On he o he hand, mo e and
mo e s uden s a e pa icipa ing in ex acu icula ac i i ies du ing hei deg ee. This p ac ice is usually
o en in he o m o leisu e and pe sonal in e es , bu also o acqui e ce ain skills ha make hem
ha e a dis inc i e ole as an indi idual. The pu pose o his s udy is o unde s and i he p ac ice o
ex acu icula ac i i ies has any impac on he Po uguese s uden 's academic pe o mance, as well
as o unde s and i by pa icipa ing in ce ain ex acu icula ac i i ies, s uden s a e mo e likely o
acqui e so skills ha he job ma ke is demanding. Two ques ionnai es (one o s uden s and o he
o companies) we e de eloped o ob ain he esul s o his s udy. By applying ce ain s a is ical es s,
i was possible o de e mine he conclusions o his esea ch. Findings showed ha pa icipa ion in
ex acu icula ac i i ies no only imp o es academic pe o mance bu also acili a es he acquisi ion
o so skills. In addi ion, i was possible o de e mine which so skills a e mos desi ed by
ec ui e s/companies, and which so skills s uden s acqui e he mos by pa icipa ing in
ex acu icula ac i i ies. Teamwo k was he so skill ha appea s in i s place in bo h analyses, which
u ns ou o be an excellen conclusion because i means ha s uden s ha e he equi emen s ha he
labo ma ke a e looking o .
KEYWORDS
Academic Pe o mance; Ex acu icula ac i i ies; GPA; So Skills;
Sus ainable De elopmen Goals (SGD):
i
INDEX
1. In oduc ion .................................................................................................................. 1
1.1. Backg ound ............................................................................................................ 1
1.2. Resea ch ques ions and objec i es ....................................................................... 1
1.3. Resul s and con ibu ions ...................................................................................... 2
1.4. Repo S uc u e .................................................................................................... 3
2. Li e a u e e iew .......................................................................................................... 4
2.1. Po uguese Educa ional and p o essional Con ex ............................................... 4
2.1.1. Po uguese Educa ional Con ex .................................................................... 4
2.1.2. Po uguese P o essional Con ex ................................................................... 6
2.2. Human Capi al Theo y ........................................................................................... 7
2.3. The impo ance o so skills in wo kplace ............................................................ 8
2.3.1. Pe cep ion o he ec ui e s abou he so skills in wo kplace ..................... 8
2.3.2. Connec ion be ween so skills and speci ic a eas o wo k ........................... 9
2.4. Ex acu icula ac i i ies s so skills .................................................................. 10
3. Me hodology .............................................................................................................. 11
3.1. Popula ion and samples ...................................................................................... 11
3.2. Ques ionnai es .................................................................................................... 12
3.2.1. Companies Ques ionnai e ............................................................................ 13
3.2.2. S uden ’s Ques ionnai e ............................................................................... 14
3.3. S a is ical analysis ................................................................................................ 16
3.3.1. ANOVA P ocess ............................................................................................. 16
3.3.2. Qui-Squa e es o independence ................................................................ 18
3.3.3. Independen T- es ....................................................................................... 19
4. Resul s......................................................................................................................... 20
4.1. Explo a o y da a analysis..................................................................................... 20
4.1.1. S uden s Ques ionnai e ................................................................................ 20
4.1.2. Companies Ques ionnai e ............................................................................ 30
4.2. S a is ical analysis ................................................................................................ 32
4.2.1. GPA and Numbe o ECA .............................................................................. 32
4.2.2. GPA and Type o ECA .................................................................................... 34
4.2.3. GPA and Rela ionship be ween pa icipa ion in ECA and academic pe o mance
36
4.2.4. GPA and A ea o s udy ................................................................................. 37
ii
4.2.5. Gende and Pa icipa ion in ECA .................................................................. 39
4.2.6. Gende and Type o ECA ............................................................................... 40
4.2.7. A ea o s udy and Pa icipa ion in ECA ........................................................ 40
4.2.8. GPA and Gende ........................................................................................... 41
4.2.9. GPA and Pa icipa ion in ECA ....................................................................... 41
5. Discussion ................................................................................................................... 42
5.1. GPA ...................................................................................................................... 42
5.2. Pa icipa ion in ex acu icula ac i i ies ............................................................ 42
5.3. So skills .............................................................................................................. 43
5.3.1. So skills analysis - S uden s ........................................................................ 43
5.3.2. So Skills analysis – S uden s s Companies ................................................ 44
6. Conclusions and u u e wo ks .................................................................................... 47
6.1. Limi a ions ........................................................................................................... 48
6.2. Fu u e esea ch ................................................................................................... 48
Bibliog aphical Re e ences .............................................................................................. 50
Appendix A ...................................................................................................................... 54
Appendix B ...................................................................................................................... 55
Appendix C ...................................................................................................................... 59
Appendix D ...................................................................................................................... 66
Appendix E ....................................................................................................................... 69
Appendix F ....................................................................................................................... 72
Appendix G ...................................................................................................................... 74
Appendix H ...................................................................................................................... 78
Appendix I ........................................................................................................................ 79
Appendix J ....................................................................................................................... 80
Appendix K....................................................................................................................... 81
Appendix L ....................................................................................................................... 82
iii
LIST OF FIGURES
Figu e 2.1 G adua es in highe educa ion: o al and by yea s (uni s: indi iduals). ................... 4
Figu e 2.2 G adua es in highe educa ion by gende (uni s: indi iduals) .................................. 5
Figu e 2.3 Employed popula ion: o al and by comple e educa ional le el (uni s: indi iduals in
housands). ......................................................................................................................... 6
Figu e 2.4 A e age mon hly ea nings o employees: by educa ion le el (uni s: eu os) ........... 7
Figu e 2.5 Mas e Ca d Job ad e isemen ................................................................................. 9
Figu e 3.1 Me hodology lowcha ........................................................................................... 11
Figu e 3.2 One-way ANOVA p ocess ........................................................................................ 17
Figu e 4.1 Dis ibu ion o he sample by age g oups (% o esponses) ................................... 21
Figu e 4.2 Dis ibu ion o he sample by gende (nº o esponses) ......................................... 21
Figu e 4.3 Dis ibu ion o he sample by A ea o s udy (% o esponses) ............................... 22
Figu e 4.4 Nº o Responses and GPA A e age by he Type o ECA .......................................... 24
Figu e 4.5 Nº o Responses and GPA A e age by he Nº o ECA ............................................. 24
Figu e 4.6 Nº o Responses and GPA A e age by pe cep ion on he ela ionship o GPA and
Pa icipa ion in ECA’s ....................................................................................................... 25
Figu e 4.7 So Skills chosen in S uden s Ques ionnai e (nº o esponses) ............................. 26
Figu e 4.8 Nº o Responses by a ea o wo k ............................................................................ 27
Figu e 4.9 Top 5 so skill o ECA “Spo s” (nº o esponses) ................................................... 28
Figu e 4.10 Top 6 So Skills o ECA “Job” (nº o esponses) .................................................... 28
Figu e 4.11 Top 5 So Skills o ECA “Associa ions” (nº o esponses) ..................................... 29
Figu e 4.12 Top 5 So Skills o ECA “Volun ee ing” (nº o esponses) .................................... 29
Figu e 4.13 Top 5 So Skills o ECA “O he Ac i i ies” (nº o esponses) ................................ 30
Figu e 4.14 So Skills chosen in Companies Ques ionnai e (nº o esponses) ....................... 31
Figu e 4.15 Sec o o ac i i y (nº o esponses) ....................................................................... 31
Figu e 4.16 Boxplo ’s o he Rela ionship be ween GPA and nº o ECA’s .............................. 33
Figu e 4.17 Boxplo ’s o he Rela ionship be ween GPA and Type o ECA ........................... 35
Figu e 5.1 S uden s s Companies – So Skills (% o esponses) ............................................ 45
5
Figu e 2.2 G adua es in highe educa ion by gende (uni s: indi iduals). Sou ce: PORDATA
The Table 2.1 shows he numbe o g adua es acco ding o he gende and a ea o s udy. Wi h his
able i is possible o make wo di e en analyses. In he emale gende , i is possible o see ha in
1996 he a ea o s udy wi h mo e g adua es we e “Social Sciences, Business and Law”, his numbe
inc eased 108% in 2021 (20,081 g adua es s 9,649) and i con inues o be he a ea o s udy wi h he
mos g adua es in 2021. In e ms o male gende , in 1996 he a ea o s udy wi h mo e g adua es was
he same as he emale, wi h 5,652 g adua es and in 2021 was “Enginee ing, Manu ac u ing and
Cons uc ion) wi h 11,664 g adua es. I is also possible o conclude ha he only a ea o s udy whe e
he numbe o g adua es had dec eased in 2021 when compa ed wi h 1996, was “Educa ion”, and his
scena io occu ed in bo h gende s (-47% in emale g adua es and -20% in male g adua es).
Table 2.1 G adua es in highe educa ion by gende and a ea o s udy (uni s: indi iduals). Sou ce:
PORDATA
1996
2021
2021 s 1996
A ea o s udy
Female
Male
Female
Male
Female
Male
Educa ion
5 148
998
2 747
796
-47%
-20%
A s and Humani ies
3 133
1 135
5 930
3 489
89%
207%
Social Sciences,
Business and Law
9 649
5 652
20 081
10 948
108%
94%
Sciences,
Ma hema ics and
Compu ing
1 488
1 132
3 926
4 130
164%
265%
Enginee ing,
Manu ac u ing and
Cons uc ion
1 401
3 211
5 643
11 664
303%
263%
Ag icul u e
438
414
1 110
743
153%
79%
Heal h and Social
P o ec ion
3 174
841
12 742
3 263
301%
288%
Se ices
798
604
2 698
3 390
238%
461%
13 987 20 092 24 840 31 654 30 972 38 439
25 229 41 048 46 988 47 131 44 229 54 910
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
1996 2001 2006 2011 2016 2021
Males Females

6
2.1.2. Po uguese P o essional Con ex
In he Figu e 2.3 i is possible o obse e ha he numbe o popula ions employed wi h highe
educa ion has inc eased o e he ime, and he popula ion wi h he lowe le els o educa ion ha e
dec eased. I is also possible o check ha 35% o he employed popula ion in 2021 had he Highe
Educa ion le el, ollowed by he Seconda y and pos -seconda y wi h 30% and he popula ion wi h no
le el o educa ion ep esen s only 0.4% o he employed popula ion.
Figu e 2.3 Employed popula ion: o al and by comple e educa ional le el (uni s: indi iduals in
housands). Sou ce: PORDATA
Besides he analyze o he employed popula ion, i is also impo an o see wha he e lec ion o he
educa ional le el in e ms o wage. I is expec ed ha as he le el o educa ion inc eases he
employee's sala y should also inc ease (Connolly & Go schalk, 2006).
By ake a look o he Figu e 2.4, i is possible o check ha an employee wi hou any educa ion le el
was ea ning mon hly 313€ in 1991, when a employee wi h Highe educa ion was ea ning 1,071€,
which is a di e ence o 758€, i.e., a employee wi h Highe Educa ion ea ned 70% mo e han a
employee wi h no educa ion le el. In 2019, he di e ence has dec eased by 12 pe cen ual poin s.
when compa ed wi h 1991. An employee wi h no le el o educa ion ea ned 794€ in 2019 and an
employee wi h highe educa ion ea ned 1,888€ (an employee wi h Highe Educa ion ea ned 58% mo e
han an employee wi h no educa ion le el in 2019). I is possible o check ha he le el o educa ion
wi h mo e a e age mon hly ea nings was “Highe Educa ion” in all he yea s p esen ed (as i is
expec ed). Howe e , he “Highe Educa ion” was he le el o educa ion ha had he less inc ease o
wage when compa e 2019 s 1991 ( he inc ease was 76%). The educa ion le el wi h he bigges
inc ease in he a e age mon hly ea nings was “2nd cycle” wi h an inc ease o 170%, ollowed by “1s
cycle” wi h 157% and “No le el” wi h 154%.
478
1795
979 647 518 431
4848
20 356 468
867
1452 1650
4812
0
1 000
2 000
3 000
4 000
5 000
6 000
No le el 1s cycle 2nd cycle 3 d cycle Secunda y Highe To al
1998 2021
7
Figu e 2.4 A e age mon hly ea nings o employees: by educa ion le el (uni s: eu os). Sou ce:
PORDATA
2.2. HUMAN CAPITAL THEORY
Human capi al consis s in a lis o skills, knowledge, heal h, and a i udes ha indi iduals in es and
accumula e du ing hei li es, and can be di ided in wo elemen s (Fleischhaue , 2007):
• Skills ha can be acqui ed in “o - he-job aining” o could be inna e;
• Skills ha can be acqui ed om o mal schooling and “on- he-job aining”
All hese ways imply a cos ha can be suppo ed ei he by he employe o he employee. The heo y
de ends ha he in es men will no only inc ease he employee’s ea nings bu also his p oduc i i y
( he e o e he employe ea nings).
Fo Becke (1962), educa ion is an in es men o ime and o egone ea nings o a highe a e e u ns
in la e pe iods. He s a es ha he e a e wo di e en ypes o Human Capi al, he gene al and he
speci ic. Gene al is “use ul wi h he cu en employe bu also wi h o he po en ials employe s”. On
he o he hand, speci ic “only inc eases p oduc i i y in he cu en job”. The Human Capi al heo y
also s a es ha educa ion is ex emely essen ial in he p oduc i e capaci y o a popula ion. Besides
he ac ha educa ion is ex emely impo an o p oduc i i y, he heo y also men ions ha he
highe le el o educa ion, in he long e m he e will always be mo e bene i s, bu he in es men in
educa ion is only wo hwhile i he long- e m bene i is g ea e han he sum o he ime spen in
educa ion and he ees o i (Almenda ez, 2011).
No le el 1s cycle 2nd cycle 3 d cycle Secunda y Highe
1991 313 340 339 522 526 1 071
2002 560 616 622 770 945 1 799
2011 676 769 788 868 1 116 1 932
2019 794 874 915 950 1 116 1 888
0
200
400
600
800
1 000
1 200
1 400
1 600
1 800
2 000
1991 2002 2011 2019
8
This heo y is ex emely impo an o his s udy since i links skills o educa ion, wo k, and
ex acu icula ac i i ies (“o - he-job aining”) and explains he inc ease o young people wi h highe
educa ion ( he bene i s ha highe educa ion b ing in he u u e).
2.3. THE IMPORTANCE OF SOFT SKILLS IN WORKPLACE
Acco ding o a s udy done in 2016 by he Na ional Associa ion o Colleges and Employe s (NACE), he
so skills ha a e cu en ly he mos desi ed in young people who a e abou o en e he labo ma ke
a e Leade ship (80.1%), Teamwo k (78.9%), Communica ion Skills – w i en (70.2%), P oblem Sol ing
(70.2%), Communica ion skills - e bal (68.9%) and E hic (68.9%). Howe e , he e a e many o he s
which a e ex emely desi able, and hese cha ac e is ics may di e acco ding o he employe 's
ac i i y (indus y, comme ce, medicine, e c.).
2.3.1. Pe cep ion o he ec ui e s abou he so skills in wo kplace
In 1990 a di e en ia ing cha ac e is ic o a young pe son abou o en e he labo ma ke was o ha e
a bachelo ’s deg ee o mas e ’s deg ee, because he e we e ew young people who could a o d highe
educa ion (Ce dei a & Cab i o, 2018). Nowadays, in he 21s cen u y, his cha ac e is ic is no longe a
di e en ia ing poin because he access o highe educa ion has changed a lo . In oday's imes, mos
young people ha e he possibili ies and oppo uni ies o en oll in highe educa ion ins ead o doing
only p ima y o seconda y school. Nowadays, ha ing a deg ee no only ideally gua an ees a be e
sala y, bu also b ings he s abili y and secu i y o being able o ge a job (Po ugal, 2004), and hese
a e some easons o he inc ease in he numbe o young people in highe educa ion.
Since he e a e mo e young people wi h highe educa ion, in 2023, o en e he labo ma ke
g adua es canno only ha e a good a e age o Bachelo and/o Mas e . Employe s a e inc easingly
seeking o no only a good a e age, bu also a ole o so skills ha will po en ia e he new employee
pe o mance (Ib ahim e al., 2017).
The so skills a e now indispensable o he ec ui e s when hey a e hi ing someone o ill he job
(Deepa & Se h, 2013). The impo ance o so skills can a y depending on he company's indus y, he
ype o job unc ion, he cul u e o he company in ques ion, e c, bu usually he ec ui e s a e looking
o “gene al” so skills such as:
• “Teamwo k” - Rec ui e s wan applican s ha can wo k well wi h o he s, con ibu e o a
heal hy eam dynamic, and sha e asks since collabo a ion and coope a ion a e c ucial in
many jobs (Khawam e al., 2017);
• “C ea i i y” – C ea i i y can lead o he p oduc ion o aluable new ideas and some imes can
lead o he c ea ion o solu ions in e ms o p oblem sol ing. In addi ion, i can con ibu e o
he c ea ion o well-being in he wo kplace as new ideas can eme ge and help comba s ess
(Helze & Kim, 2019).
9
As i is possible o see in Figu e 2.5, mo e and mo e o en, job ad e isemen s a e asking o a lis o
so skills ins ead o an excellen a e age.
Figu e 2.5 Mas e Ca d Job ad e isemen . Sou ce: LinkedIn (2023/01/07)
The e o e, we ha e seen s uden s in es ing mo e and soone in ac i i ies whe e hey can gain so
skills, since he pa icipa ion in ex acu icula ac i i ies leads o he ha e a be e balance be ween
school and he ac i i y, which helps ha he s uden s become mo e esponsible and e icien in bo h
by acqui ing ce ain skills. This ype o ex acu icula ac i i ies can be Associa ion ac i i ies,
Volun ee ing, Spo s (as eache s/coaches o as ede a ed a hle es), Ex a Cu icula Ac i i ies (Music,
Tu o ing) o e en Pa - ime wo k.
2.3.2. Connec ion be ween so skills and speci ic a eas o wo k
In he medical indus y, he ela ionship be ween pa ien and doc o is undamen al, so
communica ion skills mus be p esen , and many imes communica ion skills a e equa ed wi h clinical
skills because hey a e also ex emely impo an (Ku z e al., 2005).
The e is e idence ha he p obabili y o ge ing a job in he inancial sec o (banking and inance
indus y) is highe i he indi idual has a ange o so skills. Communica ion, collabo a ion, and
c ea i i y a e a he op o he lis o skills o his indus y, and he mos in-demand skills o inancial
p o essionals a e de eloping solu ions, p o ide gene al assis ance o people and wo king in eams
(Cos an ino & Rodzinka, 2022).
10
2.4. EXTRACURRICULAR ACTIVITIES VS SOFT SKILLS
While ha d skills a e usually acqui ed h ough o mal o in o mal educa ion (wo kshops, webina s,
online cou ses and so on), so skills a e acqui ed h ough ac i i ies and expe iences. Teamwo k, e bal
communica ion, decision making and p oblem sol ing a e he mo e easily acqui ed so skills while
s uden s engaged in cu icula expe iences (spo s, academic g oups, pa icipa ion in o ganiza ions)
o o -campus jobs (Peck e al., 2016).
The so skills ha a e acqui ed h ough ex acu icula ac i i ies a e di e en depending on he ype
o ac i i y, so Table 2.2 summa izes he ela ionship be ween bo h.
Table 2.2 Rela ionship be ween so skills and he ype o ex acu icula ac i i ies
Ex acu icula
Ac i i y
So skills
Re e ence
Volun ee ing
Adap abili y, esponsibili y, eamwo k,
o ganiza ional and communica ion skills
Re lec ion, sense o ci ic esponsibili y,
con idence, au onomy, decision-making and
ca ing a i ude
Khasanzyano a (2017)
Hamzah e al. (2016)
Spo s
Leade ship, sel -con ol, coope a ion,
eamwo k, and discipline
Pe sonal g ow h, leade ship, and social
in eg a ion
Cô é, e al. (2016)
Wankel and Be ge (1990)
Job
Ne wo k and social skills
Adap abili y, Teamwo k, Time managemen
skills, Wo king unde p essu e
Tessema e al. (2014)
Ma in and McCabe (2007)
Associa ions
O ganiza ion and public communica ion
Teamwo k and Communica ion skills
Fe ei a (2008)
Oli ei a (2021)

11
3. METHODOLOGY
Since he main objec i e o his disse a ion was o s udy he ela ionship be ween he pa icipa ion
in ex acu icula ac i i ies (and his is di ided in i e ypes o ECA and he no pa icipa ion in ECA) and
he academic pe o mance, his chap e will p esen he me hodology used o ob ain he esul s o
he goal. In he igu e below i is possible o see he p incipal s ages co e ed in he me hodology.
Figu e 3.1 Me hodology lowcha
3.1. POPULATION AND SAMPLES
Since he e a e wo di e en ques ionnai es in his me hodology, i is impo an o de ine he wo
di e en popula ions.
The popula ion o he Companies ques ionnai e is he p i a e companies ope a ing in Po ugal. In
his ques ionnai e a pu pose/subjec i e sampling me hod was used. This me hod (also known as
“judgmen al sampling”) besides being pa o he non-P obabili y sampling g oup is a sampling
echnique whe e he esea che uses hei judgmen o selec he elemen s o he sample (Veho a
e al., 2016). A lis o companies has been c ea ed so ha sampling includes many companies om
a ious sec o s o ac i i y and di e en company sizes. This lis in he Table 3.1 was based acco ding
o he a ing o G ea Place o Wo k (h ps://www.g ea place owo k.p /). The e we e 50 companies
om 5 di e en dimensions and was chosen 5 companies om each dimension o he anking.
Iden i ica ion
Subjec i e Sampling Companies
Ques ionnai e Da a Analysis
Con enience
Sampling S uden 's
Ques ionnai e Da a Analysis
12
Table 3.1 Lis o companies o Companies Ques ionnai e. Sou ce: G ea Place o Wo k
Dimensions
Companies
Up o 50 collabo a o s
An u io Business So wa e
Helexia
Es o il Sol Digi al
Galbilec
Ele us People & Business Resul s
51-100 collabo a o s
Imagina y Cloud
GSK Consume Heal hca e
UCI
GS1 Po ugal - Codipo
Decuni y
101-500 collabo a o s
Med onic
G upo Bo icá io
DHL Exp ess Po ugal
Libe y Segu os
Goldene gy
501-1000 collabo a o s
Cisco Sys ems Po ugal
Noesis
Webhelp B aga
Sol ay Lisboa
Ves as
Mo e han 1000 collabo a o s
Capgemini Po ugal
ERA Imobiliá ia
Casais
Talkdesk
Telepe o mance Po ugal
The second ques ionnai e is he S uden ’s Ques ionnai e. The popula ion was he senio s uden s and
s uden s who ha e inished hei bachelo ’s deg ee wi hin he las 3 yea s. To ob ain he sample o
s uden s he sampling me hod chosen was he con enience sampling design. This me hod like he
p e ious one, belongs o he non-p obabili y sampling g oup. The sample is chosen om he po en ial
olun ee s who a e quali ied, ul il he equi emen s and can gi e in o ma ion on he ma e
(Mu ai wa, 2015).
3.2. QUESTIONNAIRES
Bo h Ques ionnai es we e app o ed by he E hics Commi ee o NOVA IMS (Appendix A).
13
3.2.1. Companies Ques ionnai e
Wi h he help o Qual ics, a ques ionnai e (Appendix B) was de eloped in o de o ge esponses o
he s udy’s pu pose. The su ey enqui ed he companies lis ed in he Table 3.1, and he sample o
his speci ic poin (companies) consis s in he companies ha had answe ed he su ey.
Since he pu pose o his ques ionnai e was o ge answe s o esea ch ques ion c) es ablished in he
sec ion 1.2, he main ocus was he so skills ha companies alue mos and look o in a new
g adua e. Addi ionally, he ques ionnai e had one mo e ques ion ega ding he sec o o ac i i y o
he company in o de o unde s and whe he he so skills ha companies alue mos may depend
on he ac i i y sec o o a e gene ally he same. In he Table 3.2 i is possible o see he wo ques ions
o he su ey and he choices ha can be selec ed (and he e e ence o he choices).
Table 3.2 Ques ions and Measu emen s o he Companies Ques ionnai e
Ques ion
Measu emen s/Choices
Re e ence
Wha is he
company's
sec o o
ac i i y?
• Ac i i ies o in e na ional o ganiza ions and o he ex a- e i o ial
ins i u ions
• Ac i i ies o households as employe s and undi e en ia ed goods-
p oducing ac i i ies o households o own use
• Adminis a i e and suppo se ice ac i i ies
• Ag icul u e, li es ock, hun ing, o es y, and ishing
• A s, en e ainmen , spo s, and ec ea ion
• Cons uc ion and Manu ac u ing indus ies
• Consul ing, scien i ic, echnical ac i i ies and Educa ion
• Elec ici y, gas, s eam, ho and cold wa e and cold ai
• Ex ac i e indus ies
• Financial and insu ance ac i i ies
• Human heal h ac i i ies and social suppo
• In o ma ion and communica ion ac i i ies
• Lodging, es au an and simila ac i i ies
• O he se ice ac i i ies
• Public adminis a ion and de ense and Social Wel a e
• Real es a e ac i i ies
• T anspo a ion and s o age
• Wa e collec ion, ea men , and dis ibu ion; sani a ion, was e
managemen and depollu ion
• Wholesale and e ail ade; epai o mo o ehicles and
mo o cycles
Adap ed
om CAE
Re .3 ,INE
14
Ques ion
Measu emen s/Choices
Re e ence
Wha a e
he h ee
so skills
ha you
mos look
o in a new
g adua e
joining he
company?
• C ea i i y
• C i ical hinking
• De ail o ien a ion
• Flexibili y/adap abili y
• Hones y
• In luencing skills
• In e pe sonal skills
• Leade ship skills
• Mul icul u al skills
• O al/spoken skills
• O ganiza ion skills
• P oblem sol ing skills
• Ques ioning skills
• Resea ch skills
• Risk aking skills
• Sel -mo i a ion/ ini ia i e
• Teaching/ aining skills
• Teamwo k
• Time managemen skills
• Wo k e hic/ dependabili y
• Wo king unde p essu e
• W i en communica ion
• O he
Adap ed
om
John,
2009
3.2.2. S uden ’s Ques ionnai e
As wi h he p e ious ques ionnai e, his ques ionnai e (Appendix C) was also de eloped in Qual ics.
Since he app oach o his ques ionnai e is he con enience sampling, he su ey enqui ed he
s uden s who a e senio s uden s o ha e he bachelo ’s deg ee wi hin h ee yea s. The ques ionnai e
has 5 indica o s:
• A ea o s udy – his indica o will de ine g oups o esponden s in o de o unde s and i he
a ea o s udy has any impac o in luences in some way he o he indica o s;
• Ex acu icula ac i i ies – he indica o ha will c ea e he g oups o some es analysis;
• So skills – his indica o is impo an o answe he esea ch ques ions c) and d) es ablished
in sec ion 1.2 (combined wi h he answe s o he companies ques ionnai e) and also o help
in he con ibu ions de ined in sec ion 1.3;
• GPA – his indica o will be he esponse a iable in he s a is ical es s used o answe he
esea ch ques ions lis ed in he sec ion 1.2;
• Wo k – his indica o is only used o ela e he so skills and he sec o o ac i i y;
21
Figu e 4.1 Dis ibu ion o he sample by age g oups (% o esponses)
In ela ion o gende , i is possible o obse e ha he gende who had mo e answe s we e emale
wi h 152 answe s, ep esen ing 71% o he sample, wi h 51 answe s we e male ep esen ing 28%, and
he o he wo op ions (“P e e no o say” and “Non-bina y/ hi d gende ”) had 1 answe each,
ep esen ing 1% bo h (Figu e 4.2).
Figu e 4.2 Dis ibu ion o he sample by gende (nº o esponses)
The e we e 22 op ions a ailable in he ques ionnai e o he a eas o s udy ques ion, howe e , he
ques ionnai e esponses emained a only 16 op ions. Acco dingly, wi h Figu e 4.3, he a eas o s udy
ha had mo e answe s we e Business Sciences and Social and Beha io al Sciences wi h, 27% and 26%
espec i ely, and a eas o s udy wi h less answe s we e Li e Sciences, Law and A chi ec u e and
Cons uc ion wi h 1% each ca ego y.
20%
53%
21%
6%
20-21 22-23 24-25 +26
152
61
1 1
0
20
40
60
80
100
120
140
160
Female Male Non-bina y / hi d
gende
P e e no o say

22
Figu e 4.3 Dis ibu ion o he sample by A ea o s udy (% o esponses)
Fo he subsequen analysis, he a eas o s udy we e g ouped acco ding o hei simila i y and o
gua an ee a leas 7 obse a ions in each one. Howe e , o simpli y, new names we e c ea ed as can
been seen in Table 4.1.
Table 4.1 A eas o s udy g ouped - New names
A ea o s udy
New Names
N (obse a ions)
Ag icul u e, Fo es y & Fishing + Li e Sciences
A ea 1
7
A s + A chi ec u e and Cons uc ion
A ea 2
7
Business Sciences + Ma hema ics and S a is ics
A ea 3
68
Educa ion
A ea 4
20
Heal h
A ea 5
7
In o ma ics + Enginee ing and Rela ed Techniques
A ea 6
15
Pe sonal Se ices
A ea 7
18
Social and Beha io al Sciences + Law + Humani ies +
In o ma ion & Jou nalism
A ea 8
73
4.1.1.2. GPA Analysis
To be able o measu e he academic pe o mance o a s uden , he quan i a i e a iable, GPA, was
used. The GPA in Po ugal is he inal classi ica ion o he bachelo ’s deg ee, which a ies be ween 10-
20. Al hough i is a quan i a i e a iable, i can be analyzed wi h a quali a i e app oach as i is possible
o see in he classi ica ion in he able below (Minis é io da Ciência, Ino ação e Ensino Supe io , 2005).
1%
1%
1%
2%
2%
2%
2%
3%
3%
4%
4%
4%
8%
9%
26%
27%
A chi ec u e and Cons uc ion
Law
Li e Sciences
Ag icul u e, Fo es y & Fishing
A s
Humani ies
O he
Heal h
In o ma ics
Enginee ing and Rela ed Techniques
In o ma ion & Jou nalism
Ma hema ics and S a is ics
Pe sonal Se ices
Educa ion
Social and Beha io al Sciences
Business Sciences
23
Table 4.2 Classi ica ion o GPA
CLASSIFICATION
GPA
Su icien
10-13
Good
14-15
Ve y Good
16-17
Excellen
18-20
The Table 4.3 shows he desc ip i e analysis o he GPA a iable. The minimum and maximum GPA
alue o he sample was 10 and 19 ( espec i ely), and he mean was 14,73, which indica es ha he
s uden s ha e a “Good” GPA (acco dingly wi h he classi ica ion o he able abo e).
Table 4.3 GPA Desc ip i e S a is ics
GPA
MEAN
14.7349
STANDARD ERROR
0.1019
MEDIAN
15.0000
MODE
15.0000
STANDARD DEVIATION
1.4944
SAMPLE VARIANCE
2.2331
MINIMUM
10.0000
MAXIMUM
19.0000
COUNT
215.0000
In he sample and acco dingly wi h he answe s gi en, 66% o s uden s pa icipa e o ha e pa icipa ed
du ing hei Bachelo in ex acu icula ac i i ies (142 esponses), meaning ha he emaining 34% o
s uden s ha e no pa icipa ed in any ECA (73 esponses).
Howe e , s uden s who pa icipa ed in ECA had o indica e in which ype o ex acu icula ac i i y
hey pa icipa ed (i was possible o choose mo e han one op ion), he op ions o ex acu icula
ac i i ies we e de ined in sec ion 1.2. Wi hin he op ion o ha ing pa icipa ed in ex acu icula
ac i i ies i ’s possible o obse e ha he mos p ac iced ex acu icula ac i i y was he
“Associa ions”, wi h 28% o esponses, ollowed by “Spo s” wi h 25%, “Volun ee ing” wi h 20%, “Job”
wi h 19%, and he ECA wi h less pa icipa ions was “O he Ac i i ies” wi h 8% o esponses.
Fo he ollowing analysis, i ’s impo an o de ine ha “Type o ECA” a e he 5 ECA’s men ioned abo e
and op ion “None”, which means he s uden didn’ pa icipa e in any ECA. As can be seen in Figu e
4.4, he ype o ECA wi h mo e esponses (73) we e “None”, and he a e age o he GPA o he
s uden ’s ha didn’ pa icipa e in any ECA was 14.29. The second and hi d op ion wi h mo e
esponses we e Associa ions and “Spo s”, and he a e age o GPA we e 15.00 and 15.06, espec i ely.
The op ion “Volun ee ing” appea s in 4 h place, wi h 51 esponses and a GPA a e age o 15.00,
ollowed by he op ion “Job” wi h a GPA a e age o 14.74 and inally he op ion wi h less esponses
we e “O he Ac i i ies” wi h 20 esponses and a GPA a e age o 14.95.
24
Figu e 4.4 Nº o Responses and GPA A e age by he Type o ECA
Besides he analysis by ype o ECA, i ’s possible o analyze how many ECA’s a s uden had pa icipa ed
(since he ques ionnai e allowed o choose any op ion, and could choose how many hey wan ed), he
ange o op ions goes be ween 0 and 5 ECA’s. The op ion “0” is he same o he op ion “None” in he
analysis be o e. The numbe o answe s dec eases as he numbe o ECA’s pa icipa ed in inc eases,
which is o be expec ed, i.e., i is mo e likely ha a s uden pa icipa es in only one ECA han in 4.
Howe e , he s uden s who had pa icipa ed in 4 ECA’s a e he s uden s ha ha e he bigge GPA
A e age, 15.33 (i is impo an o conside ha he numbe o obse a ions is much lowe ), as i can
be seen in Figu e 4.5.
Figu e 4.5 Nº o Responses and GPA A e age by he Nº o ECA
The main objec i e o his s udy is o unde s and i ex acu icula ac i i ies ha e an impac he
academic success, so i is impo an o s udy hei ela ionship. In he S uden s ques ionnai e a
None Spo s Job Associa ions Volun ee ing O he s
Ac i i ies
Responses 73 63 46 69 51 20
GPA A e age 14,29 15,06 14,74 15,00 15,00 14,95
14,00
14,20
14,40
14,60
14,80
15,00
15,20
15,40
0
10
20
30
40
50
60
70
80
GPA A e age
Responses
Responses GPA A e age
25
ques ion was made o only he s uden s who had pa icipa ed in any ECA o unde s and hei
pe cep ion abou he ela ionship be ween pa icipa ion in ECA’s and hei GPA. The e we e a ailable
3 op ions o he ela ionship as i can be seen in he Table 3.3. The op ion ha had mo e esponses
we e he op ion “Rela ed” wi h 77 esponses and a GPA a e age o 14.79, ollowed by he op ion
“Highly Rela ed” wi h 51 esponses and a GPA a e age o 15.22, inally he op ion emain is “No
Rela ed” wi h 13 esponses and a GPA A e age o 14.31, Figu e 4.6. This is an in e es ing esul since
he s uden s who had choose he op ion ha he GPA and pa icipa ion in ECA’s a e no ela ed a e
he g oup o s uden s ha ha e he lowes GPA A e age.
Figu e 4.6 Nº o Responses and GPA A e age by pe cep ion on he ela ionship o GPA and
Pa icipa ion in ECA’s
4.1.1.3. So Skills Analysis
In o de o answe he esea ch ques ion c) and d) in he sec ion 1.2, a ques ion was made in he
s uden s ques ionnai e abou he so skills ha he s uden s (who pa icipa ed in any ECA) had gained
in pa icipa ing in hose ECA’s. The s uden s we e able o choose up o 3 So Skills in he lis o op ions,
(op ions a e in he Table 3.3 plus he op ion “None”). The esul s a e in Figu e 4.7. As i can be seen,
he 5 so skills ha he s uden ’s had gain in pa icipa ing in ECA’s we e Teamwo k,
Flexibili y/Adap abili y, O ganiza ion skills, Leade ship skills and In e pe sonal skills. A good poin in
abou hese esul s, is ha only one s uden chooses he op ion “None”, which means ha in gene al
he pa icipa ion in ex acu icula ac i i ies can be di ec ly ela ed wi h he acquisi ion o so skills
like i was s a ed in he sec ion 2.4.
26
Figu e 4.7 So Skills chosen in S uden s Ques ionnai e (nº o esponses)
So Skills and a ea o s udy
In he able below shows wha a e he h ee so skills ha s uden s had choose acco dingly hei a ea
o s udy. Excep o “P oblem sol ing skills” skill ha appea s in 3 d place o he “Business Sciences +
Ma hema ics and S a is ics”, all he o he s so skills appea mo e han one ime, which means ha in
gene al, he so skills ha he s uden ’s had acqui e in he pa icipa ion in ECA’s a e e y simila .
Table 4.4 Top 3 So Skills by a ea o s udy
A ea o s udy
Top 1 So Skill
Top 2 So Skill
Top 3 So Skill
A ea 1
Flexibili y/adap abili y
In e pe sonal skills
Teamwo k
A ea 2
Teamwo k
Flexibili y/adap abili y
In e pe sonal skills
A ea 3
Teamwo k
Flexibili y/adap abili y
P oblem sol ing skills
A ea 4
Time managemen skills
O ganiza ion skills
In e pe sonal skills
A ea 5
Time managemen skills
Leade ship skills
O ganiza ion skills
A ea 6
Teamwo k
Leade ship skills
O ganiza ion skills
A ea 7
Flexibili y/adap abili y
O ganiza ion skills
Teamwo k
A ea 8
Teamwo k
Leade ship skills
Flexibili y/adap abili y
So skills and a ea o wo k
In a way o compa e wi h he answe s o he Companies ques ionnai e, i is impo an o unde s and
how he so skills o s uden s who a e al eady wo king ela e o he a ea o wo k. The e we e 94
s uden ’s ha a e al eady wo king (44% o he s uden ’s ha answe ed he ques ionnai e), howe e
wo o hem did no speci y which a e he a ea o wo k, so o his analysis we a e only conside ing 92
esponses. In he igu e below, i is possible o see ha he 3 a eas o wo k ha had mo e esponses
we e “Consul ing, scien i ic, echnical ac i i ies and Educa ion” wi h 26 esponses, ollowed by “O he
se ice ac i i ies” wi h 14 esponses and “Financial and insu ance ac i i ies” wi h 13 esponses. These
esul s a e no su p ising gi en ha he 3 a ea o s udy wi h mo e esponses we e Business Sciences,
01 1 2 2 3 3 4567 7 8
17 19 19 20 25
34 36 37 41
51
60

27
Social and Beha io al Sciences and Educa ion, which coincides wi h he 3 a eas o wo k wi h mo e
esponses.
Figu e 4.8 Nº o Responses by a ea o wo k
In he Table 4.5, i is possible o see wha is he ela ionship be ween he a ea o wo k and he so
skills chosen, o ha i will only appea he So Skills ha in Figu e 4.7 ha e mo e han 10 esponses.
The alues in g ey means ha a e he 3 o mo e (when he e he nº o answe s is equal) so skills
mo e chosen in each sec o o ac i i y. The so skill ha is p esen in op 3 in mo e sec o s o ac i i y
a e he so skills “Teamwo k” and “Flexibili y/adap abili y”.
Table 4.5 Sec o o ac i i y and so skills (nº o esponses) – S uden s Ques ionnai e
4
7
10
3
26
13
3
5
3
14
1
1
2
Ac i i ies o in e na ional o ganiza ions and o he …
Adminis a i e and suppo se ice ac i i ies
A s, en e ainmen , spo s, and ec ea ion
Cons uc ion and Manu ac u ing indus ies
Consul ing, scien i ic, echnical ac i i ies and Educa ion
Financial and insu ance ac i i ies
Human heal h ac i i ies and social suppo
In o ma ion and communica ion ac i i ies
Lodging, es au an and simila ac i i ies
O he se ice ac i i ies
Public adminis a ion and de ense and Social Wel a e
T anspo a ion and s o age
Wholesale and e ail ade; epai o mo o ehicles…
28
So skills and Type o Ex acu icula ac i i ies
Besides he gene al analysis o he so skills mo e acqui ed by s uden s, i is possible o di e en ia e
he so skills acco dingly wi h he ype o ECA ha s uden pa icipa es.
In ela ion o he ECA “Spo ”, he op 5 so skills a e p esen ed in Figu e 4.9, he we can check ha
he mos acqui ed so skills we e “Teamwo k” and “Flexibili y/Adap abili y” wi h 23 esponses each.
Figu e 4.9 Top 5 so skill o ECA “Spo s” (nº o esponses)
In e ms o he ECA “Job” he Figu e 4.10 shows he 6 so skills mo e chosen by he s uden who had
some ype o job du ing hei bachelo ’s deg ee. Emphasizing he so skill “Teamwo k” ha is in 1s
place, ollowed by O ganiza ion skills. The skill “Wo king unde p essu e” appea s in he op 6 o his
ECA, howe e i is impo an o highligh ha hose skill only appea s in his op.
Figu e 4.10 Top 6 So Skills o ECA “Job” (nº o esponses)
23 23 21
17 16
19
17
13 13
10 10
29
Rega ding he “Associa ions” ECA, he skill “Teamwo k” s ands ou wi h 32 esponses, “Time
managemen skills” appea s in 5 h place wi h 17 esponses as i can be seen in he able below.
Figu e 4.11 Top 5 So Skills o ECA “Associa ions” (nº o esponses)
The op 5 o he ECA “Volun ee ing” is p esen ed in he Figu e 4.12. The so skills wi h mo e esponses
a e “Flexibili y/Adap abili y” and “Teamwo k” wi h 20 esponses each. I is impo an o emphasize
ha he skill “In e pe sonal skills” appea s in 3 d place, and un il his ECA his so skill had no ye
appea ed in any op.
Figu e 4.12 Top 5 So Skills o ECA “Volun ee ing” (nº o esponses)
Finally, he las ECA is “O he ac i i ies” (Figu e 4.13). This ECA is mo e o ien ed owa ds ac i i ies
ela ed o a , music and he so skill wi h mo e esponses is “C ea i i y” (which is expec ed) wi h 7
esponses in o al.
32
26 25
21
17
20 20 19
13 13
30
Figu e 4.13 Top 5 So Skills o ECA “O he Ac i i ies” (nº o esponses)
4.1.2. Companies Ques ionnai e
In o de o esponse he esea ch ques ions c) and d) de ined in he sec ion 1.2, a ques ionnai e o
companies was made wi h he in ui ion o unde s and wha 3 so skills a e mo e desi ed when hey
a e hi ing a ecen g adua e o he company. Since his ques ionnai e had a subjec i e sampling, 25
companies we e chosen ( he companies chosen a e in he sec ion 3.2.1). The ques ionnai e was
sha ed by LinkedIn and email o wo ke s o he company ha a e esponsible o wo k in he Human
Resou ces a ea. Al hough he ques ionnai e was sen o 25 people/companies, only 21 esponses
we e ecei ed, so he global sample size is n=21.
I is impo an o men ion ha he pe son who answe ed he ques ionnai e had o choose 3 so skills
om he lis (lis o so skills a ailable is in Table 3.2), so we ha e 63 so skills chosen in o al. O he
23 so skills a ailable, 6 o hem (“De ail o ien a ion”, “In luencing skills”, “Mul icul u al skills”,
“Resea ch skills”, “Time managemen skills” and “W i en communica ion”) did no ha e a esponse,
and o ha eason hey will no appea in he analysis.
4.1.2.1. So Skills
As can be seen om he igu e below, he op 3 so skills mo e chosen we e “Teamwo k” wi h 13%
o esponses, “P oblem sol ing skills” wi h 11% and “Flexibili y/Adap abili y” wi h 10%. The op ion
“O he ” was chosen one ime (2%), and when he pe son chooses “O he ” had o w i e was he op ion,
and in his case was “Au onomy” which is a e y in e es ing so skill ha wasn’ a ailable in he lis o
op ions.
7 7
6 6
5
37
Table 4.11 Shapi o-Wilk es esul s o Rela ionship be ween GPA and Rela ionship o pa icipa ion
in ECA and academic pe o mance
Shapi o-Wilk
es
W (Shapi o-Wilk
s a is ics)
P- alue
No Rela ed
0.9088
0.1766
Rela ed
0.9399
0.0012
Highly Rela ed
0.9164
0.0016
The esul s o he B own-Fo sy he es we e:
• B own-Fo sy he s a is ic = 0.8627
• P- alue (B own-Fo sy he) = 0.4243 > 0.05 → No Rejec 𝐻0
Now i is ime o pe o m he K uskal-Wallis es and he esul s we e:
• K uskal-Wallis s a is ic = 4.7985
• P- alue (K uskal-Wallis es ) = 0.0908 > 0.05 →No Rejec 𝐻0
Since we did no Rejec 𝐻0, we can conclude ha all samples come om iden ical popula ion wi h he
same median a 5% signi icance le el ( he oupu s o JMP ega ding his analyse a e in Appendix F).
4.2.4. GPA and A ea o s udy
Besides his analysis is no ela ed o he main pu pose and objec i e o his hesis, i is impo an o
in es iga e how academic pe o mance can be ela ed acco ding o he a ious a eas o s udy.
Fo his analysis we ha e:
• S udy/Response Va iable: GPA
• Fac o = A ea o s udy (A ea 1, A ea 2, A ea 3, A ea 4, A ea 5, A ea 6, A ea 7, A ea 8)
• Nº le els = 8 = k
• Sample sizes= N(A ea 1)=7; N(A ea 2)=7; N(A ea 3)=68; N(A ea 4)=20; N(A ea 5)=7; N(A ea
6)=15; N(A ea 7)=18; N(A ea 8)=73;
By using he JMP (ou pu s in Appendix G), he Shapi o-Wilk es was made, and he esul s a e in he
able below. A he 5% signi icance le el, we should ejec 𝐻0 because a leas one sample does no
come om a no mal popula ion So, we can conclude ha he samples a e no om a popula ion wi h
a no mal dis ibu ion (only 4 ou o 8 a eas o s udy he p- alue > 0.05).

38
Table 4.12 Shapi o-Wilk es esul s o Rela ionship be ween GPA and a ea o s udy
Shapi o-Wilk
es
W (Shapi o-
Wilk s a is ics)
P- alue
A ea 1
0.7320
0.0082
A ea 2
0.9274
0.5294
A ea 3
0.9498
0.0083
A ea 4
0.9592
0.5285
A ea 5
0.8334
0.0861
A ea 6
0.8226
0.0073
A ea 7
0.9230
0.0971
A ea 8
0.9210
0.0002
The No mali y assump ion was ejec ed, and he esul s o he B own-Fo sy he es we e:
• B own-Fo sy he s a is ic = 1.3467
• P- alue (B own-Fo sy he) = 0.2299 > 0.05 → No Rejec 𝐻0
The K uskal-Wallis es was pe o med o check i he samples come om iden ical popula ions.
• K uskal-Wallis s a is ic = 16.9674
• P- alue (K uskal-Wallis es ) = 0.0176 < 0.05 → Rejec 𝐻0
The esul s o S eel-Dwass es a e in he Table 4.13. I is possible o conclude ha he pai s o “A ea
6” wi h “A ea 3, “A ea 7” and wi h “A ea 8” ejec 𝐻0 a 5% signi icance le el, so we ha e enough
e idence o say ha hose 3 pai s ha e di e en medians. I is also impo an o men ion ha 6 o he
pai s has a p- alue equals o 1, which means ha in hose cases he e is s ongly e idence ha he
medians a e equal.
39
Table 4.13 S eel-Dwass es esul s Rela ionship be ween GPA and a ea o s udy
Le el
- Le el
Sco e
Mean
Di e ence
S d E
Di
Z
P-Value
A ea 8
A ea 6
24.1498
7.0173
3.4415
0.0135
A ea 7
A ea 6
10.0222
3.2889
3.0473
0.0476
A ea 8
A ea 5
8.3757
8.8035
0.9514
0.9809
A ea 7
A ea 5
3.2738
3.1161
1.0506
0.9665
A ea 4
A ea 3
2.0382
6.3693
0.3200
1.0000
A ea 7
A ea 3
0.2108
6.4500
0.0327
1.0000
A ea 4
A ea 2
0.1929
3.4196
0.0564
1.0000
A ea 7
A ea 2
0.0000
3.1940
0.0000
1.0000
A ea 3
A ea 2
-0.1576
8.4759
-0.0186
1.0000
A ea 7
A ea 4
-0.8444
3.5305
-0.2392
1.0000
A ea 2
A ea 1
-1.0000
2.1329
-0.4688
0.9998
A ea 5
A ea 2
-1.4286
2.1738
-0.6572
0.9980
A ea 4
A ea 1
-1.5429
3.3886
-0.4553
0.9998
A ea 7
A ea 1
-2.3810
3.1556
-0.7545
0.9952
A ea 8
A ea 2
-3.3659
8.8701
-0.3795
0.9999
A ea 8
A ea 7
-3.5320
6.6813
-0.5286
0.9995
A ea 5
A ea 1
-3.8571
2.1355
-1.8062
0.6158
A ea 5
A ea 4
-4.2429
3.4050
-1.2461
0.9180
A ea 8
A ea 3
-5.0702
6.6773
-0.7593
0.9950
A ea 6
A ea 2
-5.3429
2.8498
-1.8748
0.5684
A ea 6
A ea 5
-5.4476
2.8428
-1.9163
0.5396
A ea 8
A ea 4
-6.6884
6.5893
-1.0150
0.9724
A ea 3
A ea 1
-7.0116
8.4561
-0.8292
0.9915
A ea 6
A ea 1
-8.0667
2.8846
-2.7964
0.0958
A ea 5
A ea 3
-9.0599
8.4307
-1.0746
0.9621
A ea 6
A ea 4
-9.3917
3.4304
-2.7378
0.1114
A ea 8
A ea 1
-13.0724
8.8487
-1.4773
0.8198
A ea 6
A ea 3
-22.4181
6.7413
-3.3255
0.0199
4.2.5. Gende and Pa icipa ion in ECA
The Chi-squa e o independence (Pea son’s es ) was pe o med in o de o e i y i he a iables
gende (Male, Female) and pa icipa ion in ECA (Yes, No) a e ela ed. Fi s ly, i is impo an o de ine
he hypo hesis:
• 𝐻0∶ 𝑁𝑜 𝑎𝑠𝑠𝑜𝑐𝑖𝑎𝑡𝑖𝑜𝑛 𝑏𝑒𝑡𝑤𝑒𝑒𝑛 𝑔𝑒𝑛𝑑𝑒𝑟 𝑎𝑛𝑑 𝑝𝑎𝑟𝑡𝑖𝑐𝑖𝑝𝑎𝑡𝑖𝑜𝑛 𝑖𝑛 𝐸𝐶𝐴
• 𝐻1∶ 𝑇ℎ𝑒𝑟𝑒 𝑖𝑠 𝑎𝑛 𝑎𝑠𝑠𝑜𝑐𝑖𝑎𝑡𝑖𝑜𝑛 𝑏𝑒𝑡𝑤𝑒𝑒𝑛 𝑔𝑒𝑛𝑑𝑒𝑟 𝑎𝑛𝑑 𝑝𝑎𝑟𝑡𝑖𝑐𝑖𝑝𝑎𝑡𝑖𝑜𝑛 𝑖𝑛 𝐸𝐶𝐴
A con ingency able was p oduced (Appendix H) and he p- alue o he Pea son’s es is:
• Pea son s a is ic = 4.4990
40
• P- alue (Pea son’s es ) = 0.0339 < 0.05 → Rejec 𝐻0 a 5% signi icance le el → The
pa icipa ion in ECA is ela ed o he gende o he s uden
Fo his analysis i is possible o calcula e he Rela i e Risk:
• 𝑅𝑒𝑙𝑎𝑡𝑖𝑣𝑒 𝑅𝑖𝑠𝑘 = 𝑃(𝑌𝑒𝑠|𝑀𝑎𝑙𝑒)
𝑃(𝑌𝑒𝑠|𝐹𝑒𝑚𝑎𝑙𝑒) =77.05
61.84 = 1.2460 → The RR esul indica es ha he male
s uden s a e 1.25 imes mo e likely o pa icipa e in an ex acu icula ac i i y.
4.2.6. Gende and Type o ECA
The hypo hesis o his es a e:
• 𝐻0∶ 𝑁𝑜 𝑎𝑠𝑠𝑜𝑐𝑖𝑎𝑡𝑖𝑜𝑛 𝑏𝑒𝑡𝑤𝑒𝑒𝑛 𝑔𝑒𝑛𝑑𝑒𝑟 𝑎𝑛𝑑 𝑡𝑦𝑝𝑒 𝑜𝑓 𝐸𝐶𝐴 𝑝𝑎𝑟𝑡𝑖𝑐𝑖𝑝𝑎𝑡𝑒𝑑
• 𝐻1∶ 𝑇ℎ𝑒𝑟𝑒 𝑖𝑠 𝑎 𝑎𝑠𝑠𝑜𝑐𝑖𝑎𝑡𝑖𝑜𝑛 𝑏𝑒𝑡𝑤𝑒𝑒𝑛 𝑔𝑒𝑛𝑑𝑒𝑟 𝑎𝑛𝑑 𝑡𝑦𝑝𝑒 𝑜𝑓 𝐸𝐶𝐴 𝑝𝑎𝑟𝑡𝑖𝑐𝑖𝑝𝑎𝑡𝑒𝑑
The esul o he Chi-squa e es o independence (Pea son’s) is:
• Pea son s a is ic = 4.4210
• P – alue = 0.3521 > 0.05 → No Rejec 𝐻0 a 5% signi icance le el → The Type o ECA is no
ela ed o he gende o he s uden
All he ou pu s o his es and he Con ingency able is in Appendix I.
4.2.7. A ea o s udy and Pa icipa ion in ECA
Fo his analysis, he a eas o s udy we e g ouped so ha he numbe o obse a ions in each g oup
was no so dispa a e, he new a eas o s udy we e joined acco ding o he closeness o he a eas and
whe he i made sense o b ing hem oge he . The g oups o a ea o s udy a e in he able below.
Table 4.14 G oups o a eas o s udy used in he es
A eas o s udy
Ag icul u e, Fo es y & Fishing + Li e Sciences (Biology, Renewable Ene gies) + Heal h
Business Sciences + Ma hema ics and S a is ics
Educa ion
In o ma ics + Enginee ing and Rela ed Techniques + A s + A chi ec u e and Cons uc ion
Pe sonal Se ices (Spo s and Tou ism)
Social and Beha io al Sciences + Law + Humani ies + In o ma ion & Jou nalism
The hypo hesis is he ollowing:
• 𝐻0∶ 𝑁𝑜 𝑎𝑠𝑠𝑜𝑐𝑖𝑎𝑡𝑖𝑜𝑛 𝑏𝑒𝑡𝑤𝑒𝑒𝑛 𝑎𝑟𝑒𝑎 𝑜𝑓 𝑠𝑡𝑢𝑑𝑦 𝑎𝑛𝑑 𝑝𝑎𝑟𝑡𝑖𝑐𝑖𝑝𝑎𝑡𝑖𝑜𝑛 𝑖𝑛 𝐸𝐶𝐴
• 𝐻1∶ 𝑇ℎ𝑒𝑟𝑒 𝑖𝑠 𝑎 𝑎𝑠𝑠𝑜𝑐𝑖𝑎𝑡𝑖𝑜𝑛 𝑏𝑒𝑡𝑤𝑒𝑒𝑛 𝑎𝑟𝑒𝑎 𝑜𝑓 𝑠𝑡𝑢𝑑𝑦 𝑎𝑛𝑑 𝑝𝑎𝑟𝑡𝑖𝑐𝑖𝑝𝑎𝑡𝑖𝑜𝑛 𝑖𝑛 𝐸𝐶𝐴
41
A con ingency able was made ( he able and he ou pu s a e in Appendix J) and he esul o he Chi-
squa e es o independence (Pea son’s) is:
• Pea son’s s a is ic = 7.9750
• P – alue = 0.1576 > 0.05 → No Rejec 𝐻0 a 5% signi icance le el → The Pa icipa ion in ECA’s
is no ela ed o he a ea o s udy o he s uden
4.2.8. GPA and Gende
Fo his analysis he - es was pe o med (ou pu s in Appendix K). This es p e ends o know i he e
a e any di e ences in he mean o GPA be ween he emale and male s uden s, i.e., i he e a e any
di e ences in GPA depending on he gende o he s uden .
The i s s ep is o pe o m he B own-Fo sy he es .
• B own-Fo sy he s a is ic = 0.2854
• P- alue (B own-Fo sy he) = 0.5938 > 0.05 → No Rejec 𝐻0 → The a iances a e equal
Since we do no Rejec 𝐻0, he a iances a e equal and o ha eason he s uden ’s - es (Pooled -
es ) should be pe o med.
• Di e ence (Male-Female) = -0.0976
• P- alue (Pooled - es ) = 0.6660 > 0.05 → No Rejec 𝐻0 → The e a e no di e ences in he
GPA means o male and emale gende
4.2.9. GPA and Pa icipa ion in ECA
Fo his es he p ocedu e is he same o he es abo e. The main objec i e o his es is o
unde s and i he e a e di e ences in he means o he GPA be ween he s uden s who pa icipa es
in any ype o ECA (“ECA”) and he s uden s who did no pa icipa e (“None”). The e o e, he
hypo hesis o his es is:
The esul s o he B own-Fo sy he es a e:
• B own-Fo sy he s a is ic = 0.4230
• P- alue (B own-Fo sy he) = 0.5161 > 0.05 → No Rejec 𝐻0 → The a iances a e iden ical
The esul s o he Pooled - es a e:
• Di e ence (Yes – No) = 0.6771
• P- alue (Pooled - es ) = 0.0015 < 0.05 → Rejec 𝐻0 → The e a e di e ences in he GPA means
o s uden s who pa icipa e in ECA’s and who does no pa icipa e in any ECA
All he ou pu s o he es in JMP o his analysis is in Appendix L.
42
5. DISCUSSION
5.1. GPA
This sec ion discusses some ideas ega ding he es s made and hei esul s.
I was expec ed ha he GPA was ela ed wi h gende , since many s udies s a es ha emale s uden s
ha e highe g ades (GPA) when compa ed wi h male s uden s (O’Dea e al., 2018). Howe e , in he
esul s o his s udy, i was concluded ha GPA is no signi ican ly ela ed wi h he gende o he
s uden . Mo eo e , he a ea o s udy o he s uden has an impac on GPA, in pa icula he a ea o
s udy o “In o ma ics and Enginee ing” is he a ea o s udy whe e he GPA di e s om ano he 3 a eas
o s udy (Social Beha io al Sciences, Law, Humani ies; Business Sciences, Pe sonal Se ices,
Ma hema ics and S a is ics).
The s udy o Pin o and Ramalhei a (2017), indica es ha s uden s who combined academic
pe o mance wi h he in ol emen in ex acu icula ac i i ies usually achie e some dis inc i eness.
The esul s o ANOVA con i m ha he GPA is highe o he s uden s who pa icipa es in
“Associa ions” when i is compa ed wi h he s uden s ha do no pa icipa e in any ECA. Besides his
di e ence we also concluded ha he e a e di e ences in he s uden s ha pa icipa es in one ECA
and he s uden s ha do no pa icipa es in any ECA, and in his case he s uden s who pa icipa ed in
one ECA ha e a highe GPA han he s uden s who did no pa icipa e in any ECA. The - es
complemen s he ANOVA conclusions since he esul was ha he e a e di e ences in he means o
s uden s who pa icipa e in ECA’s and who do no pa icipa e in any ECA.
5.2. PARTICIPATION IN EXTRACURRICULAR ACTIVITIES
Besides he ela ionship be ween GPA and Pa icipa ion in Ex acu icula ac i i ies ha was co e ed
abo e, i is possible o see ha he pa icipa ion in ECA’S is ela ed wi h he gende o he s uden :
male s uden s a e mo e likely o pa icipa e in ECA’s han emale s uden s. This was an expec ed
esul , because o he s udies also ound ha he e a e di e ences in he pa icipa ion o ECA’s
acco ding o gende , usually male s uden s a e mo e expec ed o pa icipa e han emale s uden s
(Da ling e al., 2005).
In e ms o ela ionship o a ea o s udy and pa icipa ion in ECA’s, he es concluded ha he wo
a iables a e no ela ed. Howe e , he e a e wo cu ious examples o di e ences in he pa icipa ion
in ex acu icula ac i i ies and he a ea o s udy. The only a ea o s udy whe e he e a e mo e
s uden s ha do no pa icipa e in any ECA is he a ea o s udy “Humani ies”, wi h 60% o he s uden s.
Meaning ha in all he o he a eas (and in gene al) he e a e mo e s uden s ha pa icipa e in ECA’s
han s uden s ha do no pa icipa e. I is also ele an o poin ou ha all he s uden s in he a ea
o s udy “Heal h” p ac ice ex acu icula ac i i ies ( he e a e o he 3 a eas o s udy whe e his
happens, howe e hose 3 a eas only ha e 2 s uden s; o ha eason, i is no ele an because i is
a e y small sample).

43
5.3. SOFT SKILLS
5.3.1. So skills analysis - S uden s
In sec ion 4.1.1.3, i is possible o look a he op o so skills mo e acqui ed by he ype o ECA ha
he s uden pa icipa es. The skill “Teamwo k” and he skill “Flexibili y/Adap abili y” a e he only wo
so skills ha appea in all he 5 op o skills, which means ha he s uden s usually acqui e hose so
skills in all ypes o Ex acu icula ac i i ies. The s udy o de P ada C eo e al. (2021) indica es ha ,
besides he “Teamwo k” ha is ex emely co ela ed wi h he pa icipa ion in ECA’s, he uni e si y
s uden s usually acqui e decision-making skills, in e pe sonal skills and a e mo e lexible in he way o
li e.
Rega ding he so skills ha s uden s acqui ed acco ding o he ype o ex acu icula ac i i y ha
hey had pa icipa e, i is possible o discuss he esul s as ollows:
• “Spo s” – Acco ding o he s udy o A a (2014), so skills can be acqui ed wi h he
pa icipa ion o Spo s, examples o hem a e eamwo k (because usually spo s a e in eam
and mus ha e eam esponsibili ies), ime managemen skills ( he e mus be a balance o
ime be ween g adua ion, spo and pe sonal li e) and adap abili y. In he Resul s o so skill
in his s udy o his ype o ECA, “Teamwo k” appea s in 1s place, ollowed by
“Flexibili y/Adap abili y” in 2nd place and “Time managemen ” in 4 h place, which leads o
close esul s o he s udy men ioned abo e.
• “Job” – The esul s o his ype o ECA wi h mo e esponses we e “Teamwo k”, “O ganiza ion
Skills”, “Time Managemen skills”, and “Flexibili y/Adap abili y”. In he s udy o Ma in and
McCabe (2007), besides he s uden s who wo k o gain some money du ing hei bachelo
(which is an impo an ac o ), hey end o de elop skills, om sel -conscience, in e ac ion
wi h people, communica ion skills, eamwo k, adap abili y, ime managemen and o he s,
which is e y simila o he esul s p esen in his s udy.
• “Associa ions” – “Teamwo k” is he so skill mo e acqui ed in his ype o ECA. Oli ei a (2021)
s a es ha s uden s who pa icipa e o example in s uden associa ions usually gain
communica ion skills, abili y o wo k as pa o a eam and p oblem esolu ion.
• “Volun ee ing” – In his ype o ECA, some o he skills ha a e usually mo e acqui ed a e no
jus so skills. Qui e o en, when s uden s engage o some olun ee ac i i ies, usually hey
ea n a ca ing a i ude, gain he skills o e lec ion and connec ion. They can also gain so skills
like au onomy, eamwo k, and decision-making (Hamzah e al., 2016). In his s udy, he e a e
only p esen so skills so i can no be compa ed wi h he s udy o Hamzah e al. (2016).
Howe e , his in he only ype o ECA whe e he skill “C i ical hinking” appea s in he op 5 o
so skills acqui ed, and he skill “In e pe sonal skills” appea s in 3 d place ( his skill only
appea s in his ype o ECA and in “O he Ac i i ies”). These wo so skills a e hose ha can
mos ela e o skills a he le el o cha ac e and p inciples.
44
• “O he Ac i i ies” – This ype o ECA was c ea ed o ex acu icula ac i i ies mo e connec ed
o he a s and music, and o he ac i i ies ha do no i in o he o he ype o ECA. Fo his
ype o ECA he so skill ha appea s in 1s place is “C ea i i y”. The s udy o A a (2014) s a es
ha he s uden s o a s d eam some hing and ealize ha hey mus use hei c ea i i y.
Besides ha , he skills “O ganiza ion skills” appea s in he op 5 o his ECA and i is also
ele an , since some imes s uden s ha e deadlines o deli e some p ojec s and he
o ganiza ion is an impo an skill o hem.
5.3.2. So Skills analysis – S uden s s Companies
Conside ing he esea ch ques ions de ined in sec ion 1.2, one o he objec i es is o unde s and i
he ex acu icula ac i i ies mo e desi ed by he companies/ ec ui e s a e he same ha s uden s
mo e acqui ed du ing hei bachelo 's deg ee. The Figu e 5.1 ep esen s all he so skills chosen by
he S uden s and he Companies and hei pe cen age o esponses.
45
Figu e 5.1 S uden s s Companies – So Skills (% o esponses)
15%
13%
10%
9%
9%
8%
6%
5%
5%
5%
4%
2%
2%
2%
1%
1%
1%
1%
1%
0%
0%
13%
10%
6%
2%
6%
0%
6%
11%
8%
8%
6%
3%
2%
3%
0%
6%
5%
0%
0%
3%
2%
Teamwo k
Flexibili y/ Adap abili y
O ganiza ion skills
Leade ship skills
In e pe sonal skills
Time managemen skills
C i ical hinking
P oblem sol ing skills
C ea i i y
Sel -mo i a ion/ Ini ia i e
Wo king unde p essu e
Teaching/ T aining skills
O al/spoken skills
Wo k e hic/ Dependabili y
De ail o ien a ion
Hones y
Risk aking skills
Mul icul u al skills
Resea ch skills
Ques ioning skills
O he *
Companies S uden s
46
I can be e i ied ha he so skill “Teamwo k” is he so skill wi h mo e pe cen age o esponses in
bo h S uden s and Companies, which means ha s uden s de elop a lo he so skill and he
companies a e looking o ha so skill “Teamwo k”. O he insigh s we can d aw is ha he so skills
wi h mo e di e ences in pe cen age o esponses a e:
• “Time Managemen skills” – wi h an absolu e alue o di e ence o 8% → Fo he Companies
hese so skills do no ha e much impo ance, while i ep esen s 8% in he so skills ha
s uden s mo e de elop;
• “Leade ship skills” – wi h an absolu e alue o di e ence o 7% → In gene al, 9% o he
s uden s acqui e his so skill while o he companies i only ep esen s 2%;
• “P oblem-sol ing skills” – wi h an absolu e alue o di e ence o 6% → Fo he companies
his so skill is he 2nd mos desi ed so skill (wi h 11%), howe e o he s uden s i only
ep esen s 5%;
• “Hones y” – wi h an absolu e alue o di e ence o 5% → This case is he mos doub ul
because he ques ion in he ques ionnai e o he s uden s was “Wha a e he so skills ha
you had acqui e in he pa icipa ion o ex acu icula ac i i ies?” and o he companies was
“Wha a e he h ee so skills ha you mos look o in a new g adua e joining he company?”.
“Hones y” ep esen s 6% o he companies, while o he s uden s is only 1%. S uden s may
ha e hough ha “Hones y” is a mo al cha ac e is ic, which is usually a cha ac e is ic ha
people canno ge om pa icipa ing in ECA, and o ha eason hey did no chose “Hones y”
as so skill (Naul & Thau, 2022).
53
Po ugal, P. (2004). Mi os e ac os sob e o me cado de abalho po uguês: a ágica o una dos
licenciados. Bole im Económico, 73-80. A ailable a :
h ps://www.bpo ugal.p /si es/de aul / iles/anexos/pape s/ab200403_p.pd
Roksa, J., & Kinsley, P. (2019). The ole o amily suppo in acili a ing academic success o low-income
s uden s. Resea ch in Highe Educa ion, 60, 415-436.
Roulin, N., & Bange e , A. (2013). Ex acu icula ac i i ies in young applican s’ ésumés: Wha a e
he mo i es behind hei in ol emen ?. In e na ional Jou nal o Psychology, 48(5), 871-880.
h ps://doi.o g/10.1080/00207594.2012.692793
Tessema, M. T., Ready, K. J., & As ani, M. (2014). Does pa - ime job a ec college s uden s'
sa is ac ion and academic pe o mance (GPA)? The case o a mid-sized public uni e si y. In e na ional
Jou nal o Business Adminis a ion, 5(2), 50. h ps://doi.o g/10.5430/ijba. 5n2p50
Tu han, N. S. (2020). Ka l Pea son's Chi-Squa e Tes s. Educa ional Resea ch and Re iews, 16(9), 575-
580.
Veho a , V., Toepoel, V., & S einme z, S. (2016). Non-p obabili y sampling (Vol. 1, pp. 329-45). The
Sage handbook o su ey me hods.
Wankel, L. M., & Be ge , B. G. (1990). The psychological and social bene i s o spo and physical
ac i i y. Jou nal o leisu e esea ch, 22(2), 167-182.
h ps://doi.o g/10.1080/00222216.1990.11969823

54
APPENDIX A
NOVA IMS E hics Commi ee
55
APPENDIX B
Companies Ques ionnai e
Dea pa icipan ,
The main objec i e o his s udy is o iden i y which so skills companies alue mos and look o
when hi ing new g adua es. The e is no isk in answe ing his ques ionnai e, he pa icipa ion is
op ional, can be s opped a any ime, and is ee o cha ge. In u n, esponses a e anonymous and
will only be used o academic pu poses. The ques ionnai e akes less han 1 minu e o answe (only
ha e 2 ques ions).
Thank you e y much o you con ibu ion.
In o med Consen Fo m: By clicking "I ag ee", I decla e ha I am a leas 18 yea s old and ha I
ag ee o pa icipa e in his esea ch. I decla e ha I ha e been in o med ha my pa icipa ion in his
s udy is olun a y, ha I can lea e he su ey a any ime wi hou penal y, and ha all da a will be
kep con iden ial. I unde s and ha he e a e no se ious isks associa ed wi h his s udy.
o I ag ee (1)
o I do no ag ee (2)
56
Q1 Wha is he company's sec o o ac i i y?
o Ac i i ies o in e na ional o ganiza ions and o he ins i u ions ex a- e i o ial ins i u ions
(1)
o Ac i i ies o households as employe s and undi e en ia ed goods-p oducing ac i i ies o
households o own use (2)
o Adminis a i e and suppo se ice ac i i ies (3)
o Ag icul u e, li es ock, hun ing, o es y, and ishing (4)
o A s, en e ainmen , spo s, and ec ea ion (5)
o Consul ing, scien i ic, echnical ac i i ies and Educa ion (7)
o Elec ici y, gas, s eam, ho and cold wa e and cold ai (8)
o Ex ac i e indus ies (9)
o Financial and insu ance ac i i ies (10)
o Human heal h ac i i ies and social suppo (11)
o In o ma ion and communica ion ac i i ies (12)
o Lodging, es au an and simila ac i i ies (13)
o O he se ice ac i i ies (14)
o Public adminis a ion and de ense and Social Wel a e (15)
o Real es a e ac i i ies (16)
o T anspo a ion and s o age (17)
o Wa e collec ion, ea men , and dis ibu ion; sani a ion, was e managemen and
depollu ion (18)
o Wholesale and e ail ade; epai o mo o ehicles and mo o cycles (19)
57
Q2 Wha a e he h ee so skills ha you mos look o in a new g adua e joining he company?
▢ C ea i i y (1)
▢ C i ical hinking (2)
▢ De ail o ien a ion (3)
▢ Flexibili y/ Adap abili y (4)
▢ Hones y (5)
▢ In e pe sonal skills (7)
▢ Leade ship skills (8)
58
▢ Mul icul u al skills (9)
▢ O al/spoken skills (10)
▢ O ganiza ion skills (11)
▢ P oblem sol ing skills (12)
▢ Ques ioning skills (13)
▢ Resea ch skills (14)
▢ Risk aking skills (15)
▢ Sel -mo i a ion/ Ini ia i e (16)
▢ Teaching/ T aining skills (17)
▢ Teamwo k (18)
▢ Time managemen skills (19)
▢ Wo k e hic/ Dependabili y (20)
▢ Wo king unde p essu e (21)
▢ W i en communica ion (22)
▢ O he (23) __________________________________________________

59
APPENDIX C
S uden ’s Ques ionnai e
Dea pa icipan ,
The pu pose o his s udy is o in es iga e he ela ionship be ween ex acu icula ac i i ies and he
academic pe o mance. The e is no isk in answe ing his ques ionnai e, he pa icipa ion is
op ional, can be s opped a any ime, and is ee o cha ge. In u n, esponses a e anonymous and
will only be used o academic pu poses.
Thank you e y much o you con ibu ion.
In o med Consen Fo m: By clicking "I ag ee", I decla e ha I am a leas 18 yea s old and ha I
ag ee o pa icipa e in his esea ch. I decla e ha I ha e been in o med ha my pa icipa ion in his
s udy is olun a y, ha I can lea e he su ey a any ime wi hou penal y, and ha all da a will be
kep con iden ial. I unde s and ha he e a e no se ious isks associa ed wi h his s udy.
o I ag ee (1)
o I do no ag ee (2)
Q1 A e you a senio s uden (las yea o Bachelo ) o a G adua ed (wi hin 3 yea s)?
o Yes (1)
o No (2)
Q2 Wha is you age?
________________________________________________________________
Q3 Wha is you gende ?
o Male (1)
o Female (2)
o Non-bina y / hi d gende (3)
o P e e no o say (4)
60
Q4 Wha is he a ea o s udy o you Bachelo ?
o Ag icul u e, Fo es y & Fishing (1)
o A chi ec u e and Cons uc ion (2)
o A s (Film, Dance, Design, Pho og aphy, Music, Thea e) (3)
o Business Sciences (Accoun ing, Finance, Managemen , Human Resou ces, Ma ke ing) (4)
o Educa ion (5)
o Enginee ing and Rela ed Techniques (6)
o En i onmen al P o ec ion (7)
o Heal h (8)
o Humani ies (A chaeology, Philosophy, His o y, Languages, T ansla ion) (9)
o In o ma ics (10)
o In o ma ion & Jou nalism (Jou nalism, Communica ion Sciences, Public Rela ions) (11)
o Law (12)
o Li e Sciences (Biology, Biochemis y, Renewable Ene gies) (13)
o Manu ac u ing (14)
o Ma hema ics and S a is ics (15)
o Pe sonal Se ices (Spo s, Tou ism) (16)
o Physical Sciences (Physics, Me eo ology, Chemis y) (17)
o Secu i y se ices (18)
o Social and Beha io al Sciences (Poli ical Science, Economics, Geog aphy, Psychology,
Sociology, Comme ce) (19)
o Social Se ices (20)
61
o T anspo a ion Se ices (21)
o Ve e ina y Sciences (22)
o O he (23) __________________________________________________
Q5 Du ing you highe educa ion did you pa icipa e in any ex acu icula ac i i ies?
o Yes (1)
o No (2)
Display This Ques ion:
I Du ing you highe educa ion did you pa icipa e in any ex acu icula ac i i ies? = Yes
Q6 Wha kind o ex acu icula ac i i ies did you pa icipa e in?
▢ Spo s (a hle es o eache s) (1)
▢ Job (pa - ime o u o ing) (2)
▢ Associa ion’s (S uden ’s Union, Academic Associa ions, Junio En e p ises, You h
Poli ics) (3)
▢ Volun ee ing (4)
▢ O he (ac i i ies like music lessons, ac i i ies ela ed wi h a , w i ing) (5)
62
Display This Ques ion:
I Du ing you highe educa ion did you pa icipa e in any ex acu icula ac i i ies? = Yes
Q7 Wha a e he so skills ha you had acqui e in he pa icipa ion o ex acu icula ac i i ies? (you
can choose up o 3 op ions)
▢ C ea i i y (1)
▢ C i ical hinking (2)
▢ De ail o ien a ion (3)
▢ Flexibili y/adap abili y (4)
▢ Hones y (5)
▢ In luencing skills (6)
▢ In e pe sonal skills (7)
▢ Leade ship skills (8)
▢ Mul icul u al skills (9)
▢ O al/spoken skills (10)
▢ O ganiza ion skills (11)
▢ P oblem sol ing skills (12)
▢ Ques ioning skills (13)
▢ Resea ch skills (14)
▢ Risk aking skills (15)
▢ Sel -mo i a ion/ ini ia i e (16)
69
APPENDIX E
Tes esul s and Ou pu s o S a is ical Analysis o “GPA and ype o ECA” in JMP
1.Shapi o Wilk es

70
71
2. B own-Fo sy he Tes
3. K uskal Wallis Tes
4. S eel-Dwass Tes
72
APPENDIX F
Tes esul s and Ou pu s o S a is ical Analysis o “GPA and Rela ionship be ween pa icipa ion in
ECA and academic pe o mance” in JMP
1.Shapi o Wilk es
73
2. B own-Fo sy he Tes
3. K uskal-Wallis es
74
APPENDIX G
Tes esul s and Ou pu s o S a is ical Analysis o “GPA and A ea o s udy” in JMP
1. Shapi o-Wilk es

75
76
2. B own-Fo sy he Tes
77
3. K uskal-Wallis es
4. S eel-Dwass es
78
APPENDIX H
Tes esul s and Ou pu s o S a is ical Analysis o “Gende and Pa icipa ion in ECA” in JMP
1.Con ingency Table
2. Pea son es