Abstract

Engagement in extracurricular activities such as volunteering when studying in higher education, provides opportunity beyond the classroom to develop skills linked to professional career goals (Khasanzyanova, 2017). However, not all students take this opportunity. A mixed methods approach was used to understand why and inform strategies to motivate participation in employability enhancing volunteering opportunities. In Study One, qualitative interviews were carried out to identify beliefs that underpin motivational constructs described in the Theory of Planned Behaviour (TPB, Ajzen, 1991). That is a person's attitude, perception of control and social influence. The most salient beliefs to take part in employability enhancing volunteering opportunities were to gain knowledge, skills and enhance career progression. The beliefs elicited in Study One, were used in Study Two to examine the predictive validity of the TPB augmented with the construct personal norm. Personal norm contributed to the predictive power of the TPB target behaviour indicating that students felt a personal obligation to engage. Attitude was second strongest predictor in the extended model. The final study examined the effectiveness of an intervention to strengthen student attitudes based upon the beliefs identified in Study One. Attitude was not significantly influenced by the intervention as hypothesised. In conclusion, the TPB demonstrated utility in predicting students' intentions to take part in employability enhancing volunteering opportunities augmented with personal norm. However, further research is necessary to examine how best to utilise this finding in the development of motivational interventions. These results have theoretical implications for research into volunteering intention and practical implications for the promotion of employability enhancing volunteer opportunities amongst students.