Clarifying the meaning of extracurricular activity: A literature review of definitions
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Participation in extracurricular activities has long been recognized as having important benefits for business students, including the development of competencies relevant to future career success. Unfortunately, a review of the literature suggests that what constitutes an extracurricular activity remains ambiguous and unclear as no generally-accepted definition has been established in the literature. Instead, the meaning is often described in terms of examples. It is argued that the lack of a definition hampers research because it does not allow for proper classification of activities. The purpose of this study is to address this gap through a review of the relevant literature. Based on the review, definitions for extracurricular and co-curricular are proposed along with additional clarifications. Implications for scholars and academic advising are also provided.
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Bartkus et al. distinguished extra-curricular activities (those proceeding independently of academic coursework) from co-curricular activities (those intentionally aligned with the learning outcomes of formal curriculum).
“Bartkus, Nemelka, Nemelka, and Gardner [27], through a comprehensive literature review, distinguished extra-curricular activities (those proceeding independently of academic coursework) from co-curricular activities (those intentionally aligned with the learning outcomes of formal curriculum).”
From Toward Sustainable AI Literacy in Higher Education: A Delphi–AHP Approach to Identifying Key Components of AI/Data Extracurricular Programs (2026) · cites this paper as [27]
In “An analysis of” (page not provided), Bartkus et al. distinguish the two categories and say co-curricular activities are aligned with curriculum objectives. Their proposed definition also requires participation to meet a curricular requirement; they note that a voluntary activity can be closely aligned with a student's major yet still have characteristics of an extracurricular activity. The citing sentence omits that requirement and makes alignment sound like the decisive distinction. (LLM, conf=0.84)
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- Authors
- Bartkus, K. R., Nemelka, B., Nemelka, M., & Gardner, P.
- Affiliations
- Utah State University (US)
- Michigan State University (US)
- Venue
- American Journal of Business Education (AJBE)
- Publisher
- Clute Institute
- Published
- 2012-10-30
- Volume
- 5
- Issue
- 6
- Pages
- 693-704
- ISSN
- 1942-2504 (ISSN-L)
- 1942-2512
- OpenAlex
- W2117149004
- Cited by
- 172
- References
- 44
- Citations by year
- 2026: 5 · 2025: 13 · 2024: 17 · 2023: 37 · 2022: 26 · 2021: 26 · 2020: 20 · 2019: 8 · 2018: 11 · 2017: 5 · 2015: 2 · 2014: 2
- FWCI
- 6.22
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- American Journal of Business Education (AJBE) (publishedVersion)
- Topics
- Social Sciences › Education › Higher Education and Employability
- Social Sciences › Business, Management and Accounting › Management of Technology and Innovation › Management and Marketing Education
- Social Sciences › Education › Higher Education Research Studies
- Keywords
- extracurricular activities, definitions, co-curricular activities, business students, career development, competence development, academic advising
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