Exploring the Role of Student Employment in Campus Recreation

Abstract

This study investigates the influence of student employment within campus recreation departments on academic performance, personal development, and career readiness. Leveraging data from three institutions and incorporating survey responses, the research identifies a positive correlation between campus recreation student employment and higher GPAs, improved retention rates, and enhanced transferable skills such as leadership, communication, and decision-making. Survey findings also show growth in self-confidence, social responsibility, and a stronger sense of community. These results support the value of campus recreation student employment as a significant contributor to student success and preparation for post-graduation careers.

Introduction

Working an on-campus job offers valuable experience for college students, including insight into the multifaceted relationship between student employment and various aspects of academic and personal development, career readiness, and retention within higher education institutions (Summer et al., 2023). Overall, it is estimated that 74% of part-time students and 40% of full-time undergraduate students are employed on campus in some capacity (Summer et al., 2023). The main reasons students work while in college are to aid in paying rent and other living expenses, to have extra money to spend or save, and paying for school (Summer et al., 2023). Campus Recreation departments employ college students and provide valuable work experience to allow facility operations and programmatic offerings to occur, while developing transferable skills. Competencies included in this research, such as teamwork, decision-making, leadership, problem-solving, and adaptability are essential to career readiness. Flexible scheduling around academic commitments is a primary motivator for students to develop workplace-relevant skills through on-campus employment (Summer et al., 2023). Kampf and Teske (2013) reported that employment within campus recreation programs was associated with positive retention outcomes for undergraduate students. Furthermore, research by Kampf et al. (2018) highlights how campus recreation involvement influences institutional recruitment and retention. While financial obligations encourage or require many students to work, academic performance is found to be higher among student employees, particularly first- and second-year students (Summer et al., 2023). While student employment has been widely studied, few recent investigations focus on campus recreation employment at large public institutions post-pandemic. This study addresses that gap by analyzing academic success and career readiness outcomes among student employees in campus recreation departments across medium (5,001–15,000 students enrolled), large (15,001–25,000 students enrolled), and extra-large (more than 25,000 students) institutions throughout the Northeast and Midwest.

Student employment in collegiate recreational sports provides valuable experience that can be a catalyst into a student's future career. It has the potential to foster personal growth, leadership development, and a strong sense of community. Research has demonstrated the outcomes of working in campus recreation settings. For example, Burnett and Taylor (2023) found that former student employees believed their experiences helped them develop marketable skills such as communication, teamwork, and problem-solving. These are skills highly valued by employers after graduation. Similarly, Felty and Liu (2024) emphasized that student fitness instructors developed essential leadership and interpersonal skills through their positions, highlighting the educational opportunities found in campus recreation employment. Tingle et al. (2013) further advocated for structured leadership programs, emphasizing the need for ongoing assessment to ensure students acquire valuable and relevant skills.

Job satisfaction and a sense of community are also central to the student employment experience in recreational sports. Woo et al. (2022) found a strong link between a sense of community and job satisfaction, suggesting that inclusive and supportive environments contribute significantly to positive employee outcomes. Tingle et al. (2025) revealed that a sense of community among NIRSA student referees was not only tied to job satisfaction but also to broader wellbeing and mental health benefits. Phipps et al. found there to be a sense of community with intramural participants and Elkins et al. (2011) found that participation in campus recreational sports significantly predicted students’ perceived sense of campus community, particularly within dimensions of diversity and residential experience. Also, Kellison and James (2011) and Pack et al. (2007) support these findings, showing that perceived organizational support and positive workplace relationships enhance satisfaction and retention. Overall, this research illustrates that student employment in campus recreation provides an environment for developing professional skills, fostering leadership, and building community which are key factors that support the overall personal and professional growth of student employees.

This study attempts to examine the following questions. First, what is the current impact of campus recreation employment on student academic success? Second, how does campus recreation employment contribute to transferable skills, including career readiness and sense of belonging?

This study measured campus recreation student employee out-of-classroom learning. It was hypothesized that campus recreation student employees increase their knowledge in student learning competencies because of their employment with campus recreation. A proxy-pretest posttest design was administered to measure this hypothesis.

Literature Review

Student Employment and Academic Success

To address the research questions, whether campus recreation employment impacts academic success and fosters transferable skills, this literature review examines prior studies that explore these relationships.

The literature suggests that a positive correlation between student employment and academic success exists in institutions of higher education. Mathias et al. (2017) and Robotham (2012) identify the financial importance for student employment, while Hackett (2007) presents evidence supporting the positive correlation between campus recreation employment and academic performance, particularly among freshmen and juniors. On campus employment opportunities emphasize the mission, values, and vision of the university, while providing flexible hours adapted around academic schedules and ultimately contributing to scholastic success (Willis, 2022). Overall, Sanderson et al. (2018) found involvement in collegiate recreation was positively and statistically related to academic success, as evidenced by improvements in GPA, percentage of course credits completed, and rates of retention and graduation.

Multiple studies have found a correlation between students working in campus recreation and retention rates. Forrester et al. (2018) and Daprano et al. (2005) explore the association between student involvement in campus activities, employment, and undergraduate retention rates. They advocate for inclusive programming and strategic partnerships to enhance student engagement and persistence. Pack et al. (2007) and Kampf and Teske (2013) additionally highlight the role of perceived organizational support and job satisfaction in bolstering student retention within campus recreation employment. Furthermore, Kampf and Teske (2013) found that campus recreation student employees have higher college GPAs compared to students who do not work for campus recreation, despite showing no notable differences in their pre-college academic achievements. This suggests that these students excel academically in college irrespective of their high school performance and are retained at higher rates than the general student population due to their employment in campus recreation.

Transferable Skills from Student Employment to Career Readiness

The integration of student employment within higher education is recognized as a platform for developing transferable skills essential for career readiness. Anderson et al. (2018) found substantial contributions of student employees within campus recreation departments, emphasizing the utilization of skills such as team structure, decision-making, and problem-solving. Boettcher and Gansemer-Topf (2015) extend this discussion by highlighting the leadership development facilitated through outdoor recreation programs, emphasizing the cultivation of confidence and adaptability crucial for professional success. Fede et al. (2018) further focus on the experiential learning model offered by student employment, emphasizing its role in enhancing student success and retention rates by fostering practical skill acquisition applicable across various professional domains. Peck et al. (2014) provided additional context by identifying the top ten transferable skills, such as teamwork and communication, sought after by employers, reaffirming the relevance of campus activities and collegiate recreation in nurturing competencies vital for the contemporary job market. Millard (2020) found that the primary motivation for student employees to work on a college campus is to gain skills relevant to the workplace followed by earning money. Additionally, this study emphasized a key piece to working an on-campus job was the willingness of the employer to work around the student's academic schedule.

College students learn from the academic classroom and through the time spent outside the classroom working within a collegiate recreation setting on a college campus. Bolton and Rosseli (2017) offer insights into the transferable skills acquired through campus recreation employment, ranging from certifications to effective communication skills. Hall (2013) further found the influence of campus recreation employment on student learning, emphasizing themes of people skills, leadership development, and problem-solving capabilities. Mitchell and Kay (2013) highlight the symbiotic relationship between on-campus employment and student engagement, emphasizing the role of work-integrated learning in enriching students’ educational journeys.

Sense of Belonging and Community in Campus Recreation Student Employment

Fresk and Mullendore (2012) found the role of student employment in fostering campus community involvement and alumni affinity, underscoring the enduring ties between students and their educational institutions. Griffith et al. (2011) highlights the socialization opportunities offered by student employment, while Ozlem (2018) discusses the informal workplace learning experiences contributing to student growth. Millard (2020) revealed 90 percent of students surveyed reported that their confidence had increased because of working on-campus. Also, students felt their relationships with faculty and staff improved and felt a greater sense of belonging because of their position. These findings suggest that belonging and community involvement may influence academic success and skill development, aligning with our research questions on the broader impact of campus recreation employment.

Methodology

A mixed-methods design was selected to capture both academic performance metrics and self-reported skill development. This approach is appropriate given the study's aim to assess measurable outcomes and perceived benefits. Data sources included institutional GPA records and a validated survey instrument adapted from the National Research Institute for College Recreational Sports and Wellness.

Retention and Grade Point Average

The evidence presented in the literature review, highlighting positive correlations between campus recreation employment and academic performance, as well as skill development, informed the design of this study's proxy pretest-posttest approach to measure learning outcomes.

Academic Methodology

Retention and Grade Point Average

The first segment of this study focuses on the relationship between working within a campus recreation department and the impact on student retention and grade point average. Data were gathered from three different institutions using a structured approach. Student employee cohorts were identified, and their student identification numbers were compiled into an email list, which was then sent to each institutions’ research department. The institutions were requested to provide data on the grade point averages (GPAs) and retention rates of campus recreation student employees, as well as those students not working with campus recreation, to facilitate a comparison of GPAs and retention rates. The GPA data refers to the end-of-year average. Retention rates were analyzed by tracking the percentage of students who continued their studies from one academic year to the next, with a particular focus on first-year retention rates.

The statistics were gathered by asking directors at different institutions to provide data related to student employees. Specifically, data were requested that compare campus recreation student employees versus students not working in campus recreation. Areas of focus were grade point average and retention. For this study institutions were classified as “small” with less than 5,000 students enrolled, “medium” with 5,001–15,000 students enrolled, “large” with 15,001–25,000 students enrolled, and extra-large with more than 25,000 students. Data were obtainable from institutions classified as “small.”

Academic Results

When reviewing the results from Appendix A, a positive relationship is observed between campus recreation student employee retention rates and campus recreation student employee GPAs, compared to those of non-campus recreation students. The data points show that from a large institution (15,001 to 25,000 students) in the Midwest region, there is a 0.29 GPA increase from Non-Campus Recreation students to Campus Recreation student employees. In addition, the data points show that from an extra-large institution (over 25,0000 students) in the Northeast region, there is a 0.10 GPA increase from Non-Campus Recreation students to Campus Recreation student employees. There is also a 6% increase in retention rates for Campus Recreation employees with 86% of employees retaining compared to 80% of Non-Campus Recreation students.

Survey Methodology

Campus Recreation Student Employee Learning

The next segment of this study explores how employment within a campus recreation department impacts student learning and personal development. Originally titled “Measuring Outcomes from Recsports Experiences (MORE)”. This survey underwent rigorous validation and reliability testing and was developed by the former National Research Institute for College Recreational Sports and Wellness based at Ohio State, to ensure its accuracy and effectiveness (Haines & Fortman, 2008).

All campus recreation student employees were invited to participate in a survey encompassing twenty-nine student learning competencies ranked on scale of one to five. This survey aimed to capture self-reported learning outcomes through a pre- and post-employment format.

Student employee participants assessed and reported their perceived outcomes using a survey titled “Campus Recreation Student Employment Impact, which included 29 outcome items. The survey featured two columns labeled “Prior to Employment” and “Following Employment.” Participants rated their perceived level of each outcome prior to their involvement in campus recreation student employment and following, as a result of their experience in the role. A 5-point scale was used to indicate perceived levels in both columns.

According to Shadish et al. (2001), this proxy pretest–posttest design is a reasonable alternative for measuring perceived gains. While it is not as rigorous as a traditional pre–posttest design, it provides more insight than relying on a posttest alone.

Survey Results

The survey was distributed to all student employees via email and data were collected anonymously. There were 159 responses (response rate of 23%), a sufficient number to perform desired statistical tests (Kim & Park, 2019). Collected data were processed using Excel (Version 16.95.3) Paired t-tests were performed and all variables were found to be statistically significant (p < .05).

The impact of campus recreation on student employee development survey reveals changes in employees’ competencies and personal growth. Among the most notable improvements are increased confidence and a stronger sense of belonging, with gains of +0.71 and +0.91, respectively, highlighting the role of campus recreation in fostering community integration and self-assurance. Students also reported substantial growth in workplace skills such as the ability to follow instructions, listening, and effective communication, reflecting the career readiness cultivated through on-campus employment. Additionally, improvements in appreciation for diversity (+0.24) and social responsibility (+0.32) emphasize the holistic developmental opportunities offered by these roles. Career preparation metrics, including job application skills (+0.48), leadership development (+0.66), and decision-making (+0.46), further underscore the alignment of campus recreation employment with professional success. Overall, these findings demonstrate the transformative potential of students employed in campus recreation.

Discussion

The results provide clear answers to the research questions: campus recreation employment is associated with improved academic success and measurable gains in transferable skills, aligning with prior research and extending its implications.

This study reveals that student employment within campus recreation departments have a positive effect on academic performance, retention, personal growth, and career readiness, underscoring the value of these employment opportunities in supporting student success both during college and beyond. Consistent with prior research, student employees reported improved time management and communication skills. However, this study uniquely highlights the role of campus recreation employment in fostering a sense of belonging, which was not emphasized in earlier studies. These findings suggest that campus recreation employment may serve as a critical component of holistic student development in the current higher education landscape.

These findings align with those of Anderson et al. (2018), suggesting the benefits of student employment in transferable skill development. These transferable skills are beneficial in the student's future career aspirations. Boettcher and Gansemer-Topf (2015) agree that campus recreation programs and experiences facilitate leadership and professional success. Working in campus recreation provides students with valuable transferable skills, including teamwork, problem-solving, leadership, and communication. The skills students developed during their time working for campus recreation aid in developing career competencies that are highly regarded by employers, particularly in areas such as decision-making skills and adaptability.

Employment in campus recreation also contributes to personal development. Skills such as confidence and a stronger sense of belonging aid in a student's transition into college. Moreover, competencies such as communication, leadership, and social responsibility are much sought after skills from potential employers.

Positive academic success is seen in students working in a collegiate recreation program. Specifically, students working in campus recreation departments tend to have a higher-grade point average as well as higher retention rates compared to peers who do not take advantage of campus recreation employment. This is a significant finding for colleges and universities who are dependent upon enrollment to be able to achieve budgetary sustainability. Student employment in campus recreation enhances academic success, retention, and personal growth while fostering career readiness competencies such as leadership, teamwork, and communication—demonstrating its vital role in supporting both student development and institutional sustainability.

Applications to Practice

The following recommendations aim to translate research outcomes into actionable strategies for campus recreation professionals, ensuring alignment with the competencies and benefits identified in the study.

The findings of this study highlight the value of student employment within campus recreation in promoting academic success, personal development, and career readiness. Practitioners within campus recreation programs have all the data within facility entrance recordings, programmatic registration, and student employee payroll. Data can be collected via software tracking and submitted to the department on-campus that oversees data collection. The following offer practical applications that reinforce the role of campus recreation as a critical component of co-curricular learning and student success.

Implementing intentional training aligned with NACE competencies, including communication, leadership, teamwork, career development, and technology to support career-readiness and supplement academic learning.

Integrating assessment of learning outcomes into pre- and post-employment surveys to measure student growth and demonstrate learning gains in confidence, belonging, and problem-solving. The assessments can help identify areas of training that are most impactful, as well as areas for improvement.

Collaboration with academic areas and career service centers on campus to co-develop workshop and career-readiness content into training will facilitate co-curricular learning and post-graduate success.

Practicing flexible scheduling and inclusive hiring through student-centered schedules and job descriptions that accommodate various class schedules, and an accessible workplace may lead to improved retention and performance.

Strategic investment in student employee support, including funds for professional development, certifications, and mentorship programs, could enhance the student experience and the departmental capacity to deliver high-quality programs and training.

Sharing GPA and retention data outlined associated with student employment in campus recreation may support resource allocation and demonstrate the value of student employment in the success of student employment across university initiatives.

Applying these practices will allow campus recreation professionals to better position student employment as a developmental experience, rather than an operational necessity, contributing meaningfully to student achievement and departmental impact.

Limitations of the Study

Despite results indicating a positive relationship between employment in campus recreation with both personal and academic development, multiple limitations of this study should be acknowledged.

First, the number of participating colleges and universities is limited. Although variation exists across regions and institution sizes, it is best practice to maximize sample size to enhance results. Second, because surveys were used to collect data, response rates may not accurately represent the views of the entire target population. Surveying full populations, rather than samples, tends to produce more accurate and reliable results, but often not as doable. Next, differences in responsibilities, training, mentorship, and level of engagement may influence the extent to which students benefit from their employment across the various roles within campus recreation. Moreover, survey samples are subject to bias associated with self-reporting, including memory recall errors and personal interpretation of questions that may affect the accuracy of reported outcomes.

Another limitation involves the difficulty in gathering data specific to campus recreation student employment. Much of the available research aggregates data across university departments, which can complicate findings distinct to campus recreation. Additionally, when collecting data from multiple institutions, access to institutional data may be restricted due to varying privacy policies and differences in data collection methods. In addition, while the study highlights positive relationships between campus recreation employment and student success indicators, it did not establish causality. Students are often involved in additional extracurricular activities, and students who choose campus recreation jobs may already demonstrate positive traits and practices that contribute to their success, independent of employment.

In this study, data were collected from only three institutions representing four size categories mentioned within the study. Ideally, multiple institutions would be represented in each category. The participating institutions included one classified as ‘medium’ (5,001 to 15,000 students), one ‘large’ (15,001 to 25,000 students), and another as ‘extra-large’ (over 25,000 students), which may limit the applicability of the findings to institutions of different sizes. Finally, the data in this study illustrates only a snapshot of time, failing to address the impacts of campus recreation employment following graduation or how trends change in campus recreation employment over time. Expanding the time frame of data collection could offer more insight into sustained career readiness and professional development.

Conclusion

This study contributes new evidence on the contemporary impact of campus recreation employment, confirming prior findings on academic success while introducing belonging as a critical dimension of student development. By addressing gaps in recent literature and focusing on various institutions, this research provides actionable insights for campus recreation professionals seeking to enhance student success through employment opportunities.

Working an on-campus job, particularly within campus recreation, offers a wide variety of benefits for students, which extend beyond financial compensation. This study highlights that employment in campus recreation has a positive impact on students’ academic success, retention, personal growth, and career readiness. The development of transferable skills such as teamwork, problem-solving, leadership, communication, and adaptability is vital in preparing students for their professional lives. Students working in campus recreation often experience higher GPAs and retention rates compared to their peers who do not hold on-campus jobs, illustrating the academic and institutional advantages of such employment opportunities.

Beyond academic success, on-campus jobs within campus recreation foster a greater sense of community and belonging. This includes participation in social activities, studying, and team bonding. The teamwork involved in campus recreation student employee roles contribute to development as employees work to solve problems amongst their peers. This builds the resilience of a new student adjusting to their time in school, supporting student retention.

Furthermore, the skills developed through these jobs are highly relevant to future career opportunities. The combination of hands-on learning experiences and academic flexibility enables students to gain work-relevant skills that are highly valued in the job market. These include leadership abilities, decision-making, conflict resolution, and the ability to work in a team environment, all of which are experiences employers seek in their workforce. The focus on creating supportive work environments that align with students’ academic schedules further promotes both personal and professional growth.

In conclusion, student employment in campus recreation is not only a crucial financial resource but a significant developmental tool that supports academic success, retention, and career readiness. By investing in and enhancing these programs, higher education institutions can help students thrive both academically and personally, ultimately preparing them for successful futures in their careers.