Bahrain Study Finds Curriculum Design Key to Student Competency and Employability

Manama, Bahrain – What role does campus life play in shaping students’ skills and career readiness? A new study by Dr. Rumpa Roy and Dr. Hesham El Marsafawy of Gulf University, Bahrain, reveals that extracurricular activities and student preferences are central to designing a competency model that prepares graduates for the demands of the 21st-century workforce.

Published in the International Journal of Learning, Teaching and Educational Research (February 2023), the research surveyed undergraduate students at Gulf University and found that structured campus experiences—from clubs and volunteering to sports and cultural events—contribute significantly to building soft skills, leadership, and social engagement alongside academic learning.

Why Campus Life Matters Beyond Classrooms

Modern employers emphasize not only technical expertise but also competencies such as teamwork, communication, adaptability, and leadership. Universities worldwide are under pressure to nurture these skills, and Gulf University’s case study highlights how student-centered campus life can be a solution.

“Education today is not just about books and exams,” said Dr. Roy. “It’s about equipping students with the competencies that employers, communities, and societies demand. Campus life is a training ground for that.”

The study underscores that student satisfaction and success depend not only on the curriculum but also on how well extracurricular activities align with their interests and developmental needs.

The Study: Voices from the Students

The researchers used surveys, focus groups, and statistical analysis to map student preferences and their impact on competency development. Key findings include:

• High student participation in clubs, sports, and cultural activities, which correlated with improved teamwork and time-management skills.
• Volunteering and community service enhanced empathy, leadership, and civic responsibility.
• International collaborations and cultural exchanges promoted adaptability and global awareness.
• Students identified gaps in career guidance and structured competency-building programs, suggesting a stronger integration between academics and extracurricular life.

Competency Framework: Bridging Campus Life and Careers

Roy and El Marsafawy propose a Competency Model Framework tailored to Gulf University’s context but applicable worldwide. The framework identifies core competencies that campus life should foster:

1. Cognitive skills – critical thinking, problem-solving, and creativity.
2. Personal attributes – confidence, resilience, and adaptability.
3. Interpersonal skills – communication, teamwork, and leadership.
4. Civic engagement – responsibility, ethics, and cultural sensitivity.

The model emphasizes student-driven participation, where activities are aligned with preferences to maximize engagement and outcomes.

Challenges: Balancing Academics and Activities

The study also identified several challenges:

• Time pressures: Students often struggle to balance coursework with extracurricular commitments.
• Resource gaps: Limited facilities, budgets, and staff support hinder program expansion.
• Awareness: Not all students understand how extracurricular activities translate into employable skills.
• COVID-19 disruption: The pandemic temporarily limited in-person engagement, highlighting the need for blended campus activities that combine physical and virtual platforms.

Lessons for Universities in Bahrain and Beyond

The research highlights that Gulf University is not alone in facing these questions—universities across the globe must reimagine campus life in light of employability, globalization, and student well-being.

“Campus life is more than entertainment—it is an educational ecosystem,” said Dr. El Marsafawy. “Universities must intentionally design it to align with competency goals, otherwise opportunities for holistic development are lost.”

Practical steps suggested include:

• Embedding competency goals into student clubs, volunteering, and events.
• Offering structured reflection sessions where students connect activities to personal and career growth.
• Expanding international student exchanges and digital collaboration platforms.
• Training faculty and staff to mentor students in extracurricular learning.

A Student-Centered Future

The study concludes that higher education must adopt a student-centered approach where campus life is not an optional extra but a core component of learning.

In Bahrain, this aligns with national education strategies that emphasize innovation, employability, and global competitiveness. For students, it means that choosing activities they enjoy also means building competencies for future careers.

“Campus activities shape graduates as much as lectures do,” Dr. Roy emphasized. “When aligned with student preferences, they empower learners to thrive in both local communities and global workplaces.”

Conclusion: Beyond Degrees, Toward Competencies

The Gulf University study provides strong evidence that designing competency frameworks around student preferences in campus life can bridge the gap between academic knowledge and real-world skills.

As universities worldwide confront the twin challenges of globalization and rapid technological change, embedding competencies in extracurricular life may be one of the most effective ways to prepare graduates for success.