NUS/BUSA
BRIEFING
Keeping Wednesday Afternoon Free
2003-2004
Keeping Wednesday afternoons free
Introduction
Participation in extra curricular activities has always been a vital aspect of the student
experience. Students’ unions have always been at the forefront of delivering activities that
enable students to develop key skills that will not only benefit them, but will also benefit their
students’ union, the institution and society at large.
The campaign to keep Wednesday afternoons free is particularly significant as it often forms
the backbone of students’ union involvement. As Government and employers across Europe
highlight the importance of key skills in the workplace, we see more time-tabled lectures
infringing on the only time set aside to develop those competencies - our Wednesday
afternoons.
The employment market is becoming increasingly competitive, degrees no longer guarantee
jobs and there is an expectation of students to illustrate they have gained skills beyond the
remit of their qualification. Wednesday afternoons are an essential aspect of the timetable
giving students the opportunity to involve themselves in the extra-curricular activities that
potential employers expect. Whether that be participation in union council, NSLP student
training or membership of the football club.
Institutions appreciate the prestige brought about through involvement in local and national
sporting leagues. They also recognise the important role that volunteering and mentoring plays
in raising the aspirations of the local community and breaking down the barriers that might
prevent people entering higher education. It is through student participation that the profile of
the institution is raised to potential students and the local community.
The expansion in numbers in Higher and Further Education in recent years, along with the
introduction of semesterisation and modularisation and a greater emphasis on space utilisation,
has dramatically increased pressure on the timetable. This has led to the erosion of Wednesday
afternoons being kept free for extra curricular activities.
This briefing provides all the tools and information you need to run a high profile campaign that
will communicate the issues surrounding Wednesday afternoons to your students and your
institution. Keeping Wednesday afternoons free is an essential concept for students’ unions to
take on board and actively seek to promote.
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Why is time off for extra-curricular activities important?
The report ‘Graduates’ Work: Organisational Change and Student’s Attributes’ (Harvey, Moon
and Geall, 1997) which surveyed attitudes of employers, found that:
“There are a large number of graduates looking for jobs and employers no longer recruit simply
on the basis of degree status. A degree might be necessary or desirable but employers are
looking for a range of other attributes when employing and retaining graduates.”
This is supported further by the report ‘Enhancing Employability, Recognising Diversity: Making
Links Between Higher Education and the World of Work’ (Universities UK and CSU, July
2002)
“Employers are looking for something more than a degree, and are becoming more
sophisticated in identifying this in their recruitment procedures… Ultimately, employers want
graduates who can help them deal with change, and it is not sufficient for HEIs and graduate
applicants to simply list the skills they have developed during study. Enhancing employability
requires a holistic approach, integrating knowledge, work experience, and technical and
interactive skills development and reflecting on how these can meet the needs of a flexible
organisation.”
Student activities form a vital component of the student experience. Students should be given
the opportunity to participate fully in the extra-curricular activities that will give them vital key
skills and help them both in terms of their personal development and employability.
The Association for Graduate Recruiters (AGR) produced a report in 1995- ‘Skills for
Graduates in the 21st Century’ which identified a number of key skills that graduates needed to
demonstrate to employers. Many of these essential attributes, identified by graduate recruiters,
are developed through the participation in student activities, regardless of the level of
achievement.
Effective communication
Written and verbal communication skills in both informal and formal settings, the ability to
listen and question.
Teamwork
Giving everyone a role within a team, to participate fully as a team member, to contribute, help
and motivate others to achieve aims and objectives.
Analytical skills
Assimilation of complex data or a situation quickly, to be able to think through a problem
logically.
Problem solving
Ability to solve routine problems with practical solutions, take action and see proposals
through to their conclusion.
Planning and organisation
Setting specific goals and steps and achieving them within a defined timescale.
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Decision-making
Being able to set objectives and decide how to achieve goals
Personal attributes gained
Flexibility and adaptability, self-confidence and assertiveness, resilience, self-motivation, selfsufficiency, leadership.
Between 1997 and 1999 the work of Harvey, Moon and Geall was developed to identify key
skills required by employers on a European scale. The research was published by the European
Commission’s Leonardo Da Vinci Programme in ‘The Graduate / Company Perspective: An
Investigation of the Capability Needs for Competitiveness in the European Global Market’. The
following attributes were identified:
Able to accept responsibility
Working independently - manage self, time and workload; set and meet agreed goals and
timescales. Willingness to accept challenges.
Able to exercise initiative
Working independently - act on own initiative within organisational guidelines.
Adaptable, flexible, able to cope with change
Flexibility - adaptable/pragmatic; able to anticipate and cope with change and uncertainty.
Accepting different roles. Manage several activities at once.
Honest and reliable
Good work habits - honest/dependable/conscientious/ punctual
Whilst some courses enable students to deal theoretically with these skills, few allow students
to practise them. However, as student hardship increases and the intensity of courses also
increases, it is more difficult for students to participate fully in extra curricular activities
without having designated free time in their timetable to pursue them.
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The value of sports on Wednesday afternoons
The value of students getting involved in sporting activities cannot be over emphasised. Sport
improves health and fitness, enhances communication and social skills, and promotes positive
attitudes to learning. Sport can provide a motivation and dedication which plays an important
role in many students’ lives, whether it is playing rugby union for the 1st team or hill walking to
get fit.
However, not everyone has the same access to sport. There are marked
differences in participation between men and women, between ethnic groups,
and particularly between different social classes. The transition between school and HE is one
of the points at which many young people abandon sport. Between the ages of 16 and 21, 70%
of the young athletes who have been identified as talented drop out of performance sport in
the UK. This figure compares poorly with 20-25% in other nations.
Throughout their education, students face obstacles limiting their participation in sport. There
has been a loss of school playing fields and a decline in after school sport and competition.
Over 40% of students now work during term time and the number of institutions keeping
Wednesday afternoons free for extra curricular activities is gradually being eroded.
In recent years the Government has placed a stronger emphasis on the role of sport as a
magnet to engage socially excluded young people. Resources are now being targeted at school
sport for 5-16 year olds. However, when young people leave compulsory education it is crucial
that they are still able to participate in sporting activities.
Sport has always been a vital aspect of the activities organised by students’ unions. Sports clubs
allow members of students’ unions to organise and run their own activities tailored to meet
their needs. It is only through students’ union run sporting activities are we able to ensure that
the maximum number of students from all backgrounds and of all abilities have the opportunity
to participate.
In May 2002 the Department for Education and Skills and the Department for Culture, Media
and Sport published ‘The Role of Further and Higher Education in Delivering the Government’s
Plan for Sport’. This document sets out a new vision for higher and further education in
delivering opportunities in sport not just to students but to the wider community.
‘The Role of Further and Higher Education in Delivering the Government’s Plan for Sport’ sets
out a series of proposals, some of which have implications on the need to allocate time for
participation in activities.
The document outlines how collaboration between further and higher education, local
authorities and national governing bodies of sport could play a role in widening participation in
sport and engage those from disadvantaged communities. Where partnerships result in
members of the local community utilising facilities in institutions there clearly needs to be a
time set aside when facilities are reserved for union sports clubs. With a more diverse student
population, over 40% of whom work during term time, it is even more difficult to allocate a
time that will result in maximum participation. If government’s aim of increasing the number of
student participating in sport is to be achieved there clearly needs to be a time set aside during
the day when students participate in sports.
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Sports Coach UK are exploring offering more HE institution students with the opportunity to
access coaching qualifications and be given supported placement opportunities in after school
sport and in summer activity programmes. This will provide clear benefits to both students and
the community and is not intended to be purely based on those on specialist sports studies
courses. Those in social care and ITT will clearly benefit from such additional qualifications but
again will need the opportunity to participate in their chosen field of development.
The paper also supports BUSA (British Universities Sports Association) and the UCS
(University and College Sport) in working with UUK (Universities UK) and SCOP (Standing
Conference of Principals) to produce a joint universities statement of the value of sport. This
statement will give wider recognition to the role of HE in promoting participation in sport.
A national tracking scheme for young athletes will be developed by Sport England in
collaboration with BUSA and various national governing bodies of sport. This scheme can only
be beneficial if athletes are given the opportunity to participate in sport in post 16 education,
again an allocated Wednesday afternoons will help achieve this.
The value of activities on Wednesday afternoons
As graduate employer begin to recognise the role that extra curricular activities play in filling
the skill gaps, it is vital that institutions realise that Wednesday afternoons have a role to play in
achieving this. Activities bring with them a whole host of benefits to students, their union, the
institution and the wider community.
Student activities can widen the participation in your students’ union by groups that are often
underrepresented, therefore creating a union far more representative of it’s membership.
A wide range of student activities with a high level of participation can provide a vehicle for the
students’ union to promote it’s services to students. This can result in a valuable source of
increasing custom for commercial services, but also a means of effectively promoting students’
union welfare services, campaigns, democracy and information.
Club and society officers will often work in environments very similar to those encountered in
the workplace. They are often required to lead or participate in committees, negotiate and
manage budgets and resources as well as working with other team members.
Student volunteering can develop a positive link between students, their institution and the
local community. This can aid the image of the institution in terms of its role within the
community, not to mention the impact volunteering has on the individual students themselves.
Student volunteering plays a key role in developing life-long commitment to active citizenship
and an awareness of the socio-economic needs of their community.
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The President of Universities UK, Professor Roderick Floudin in a key note speech in October
2001 entitled ‘University: educators, entrepreneurs or idealists?’ acknowledged the role that
student volunteering played in local communities:
“Universities don't just act to improve the way their students think and to raise their
aspirations - they also engage in their communities to try to combat social exclusion and to
build the cultural life of their towns… Many universities have programmes which allow
students to work with pensioners, people with disabilities, or schools in tough
neighbourhoods.”
Arguments for keeping Wednesday afternoons free
Allowing students to participate in extra curricular activities on Wednesday afternoons will
increase their employability and will reflect favourably on the University if more of their
graduates are recruited when they complete their studies.
When lobbying your institution to allocate time for sport and student activities, it is essential
to have the backing of some solid arguments that will win their support. These can be divided
up into benefits to the student, the institution and to the students’ union.
Benefits to students
The skills that students develop through participation in student activities are important in
terms of employability and personal development. It is through involvement in extra curricular
activities that students gain self confidence, whether this comes from meeting people with the
same interests, or discovering an ability that would not have otherwise been left undiscovered.
They can gain key skills, such as communication and how to deliver effective presentations,
which will help then in their course and later on in life. Education should not just be about
academic work, it should be about having the opportunity to develop new skills, try out new
things, and having fun at the same time. More and more students have to work during the
evenings and at weekends. It is unfair to penalise them from participating in extra curricular
activities and thus the opportunity to develop vital skills.
Benefits to the institution
Allowing students to participate in extra curricular activities on Wednesday afternoons will
increase their employability. Whilst this is of obvious benefit to the student, it also reflects
favourably on the institution if more graduates are recruited when they leave their studies.
There is also a great deal of prestige in sports clubs competing at local and national levels.
Whether this is in a local league or in BUSA, it raises the profile of the institution to both
potential students and the local community. Students who are involved in student community
action or other volunteering activities in the community are playing a vital role in strengthening
relations between the institution and local people. Many student volunteering opportunities are
only available during the week, e.g. working in local schools. National student sporting fixtures
are planned on the basis that institutions have Wednesday afternoons free. It is both unfair
and un-competative to restrict some students from participating in sport because they have
lectures on a Wednesday afternoon.
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University or college staff are unlikely to want to conduct course board meetings or other
official meetings at weekends or in the evening. By not creating time in the timetable, students
who want to represent their peers are penalised. This may have an impact on the feedback and
quality assurance role of student representatives.
As more employers demand skills beyond an academic qualification, students are looking for
institutions that make provision for student activities and sport. Having a real commitment to
time off will make the institution more attractive to prospective students.
The Government paper ‘The role of FE & HE in delivering the government's plan for sport'
places a strong emphasis on participation in sport in higher education. If institutions are going
to show their commitment to this aim they will need to set aside time where students can
participate in sporting activities.
Benefits to your students’ union
Having time off for student activities and sport will increase the participation rate amongst a
wide cross section of the student population. A high involvement rate means that your union
becomes far more representative and diverse. Involvement in activities will also feed into
involvement within the democratic structures of your union, which again, is of great benefit to
both you and your students.
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The Student
A means of meeting others
with similar interests
creating further
opportunities
An opportunity to try out
new activities
An opportunity to progress
with a pastime or sport
An opportunity to take
responsibility for running a
club or society
A way to get influence in
the students’ union
A way to develop key skills
Access to professional
training and opportunities
for development
The Students Union
A measure of the level of
activity in the union
A system for circulating
information and promoting
the union
A springboard for new
activists to become involved
in running the union and
participate in activities
Justifies additional funding
A source of revenue
through sponsorship and
fundraising socials
Allows development and
delivery of training
programmes
Renews a sense of purpose
Improves employability and
personal development
A source of help for large
events e.g. induction etc
CV enhancement and
widening employment
choices
A system for getting
feedback about the union
The Institution
Valuable recruitment and
retention tool – greater
engagement means lower
drop out rates
Fits in with the total student
experience concept
Prestige associated with
sports clubs competing at
local and national levels
Help develop good
community links
Help develop links between
staff and students
They can generate their
own funding
Can give the institution
prestige in the media
Students who participate in
a wide range of
opportunities will be more
confident
Reflects favourably if more
graduates are recruited
when they leave their
studies
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Lobbying for Change
When lobbying for change on any issue it is vital to be equipped not just with your proposals
but prepared to face the arguments that may be used against you. Although many of the
arguments used against you will be based on local issues there are some common questions
you may have to tackle if you are to win people over in your campaign to keep Wednesday
afternoons free.
Can you prove that students want Wednesday afternoons free?
This question is easy enough to tackle providing that you have put the work in before hand.
There are a number of different tactics you can use to dispel this question before you meet
with your university or college management:
•
•
•
•
Submit a motion to your next meeting of union council or general meeting calling
for Wednesday afternoons free for student activities (see model motion)
Ask students to sign a petition calling for Wednesday afternoons free of lectures
(see model petition)
Canvass students for their opinions on how they would make the most of their
Wednesday afternoons
Ask students to fill in model postcards/ letters to the Vice Chancellor/ Principal
calling for Wednesday afternoons free of lectures. (see model letter /postcard)
If we cancel lectures on a Wednesday afternoons students will just go to work
It is a harsh reality that due to extreme hardship some students are forced to miss lectures in
order to work. By allocating a time during the week devoid of lectures, those students that are
forced to work will have the opportunity to do so without missing lectures. Many part time
jobs equip students with transferable skills that will benefit them both on their course and in
future employment. Although in an ideal world every student would participate in activities on
a Wednesday afternoon, it is a sad reality that some are unable to do so. However, it is far
more preferable that they work on a Wednesday afternoon as opposed to missing lectures
during the week.
Students will just spend their Wednesday afternoons drinking
You can easily turn this question around by asking if there was a problem with students
spending their afternoons drinking when Wednesday afternoons were kept free. Any research
you have done should give you the reasons why students want Wednesday afternoons free and
you could support this by quoting current participation figures for student activities.
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You cannot expect staff to grind to a halt every Wednesday afternoon
Wednesday afternoons are used by many institutions as a time during the working week when
course meetings and other major college meetings can take place. Staff will benefit from a time
when they are not involved in meetings to catch up with marking, research and preparation.
The lecturers union, NATFHE supports the policy of keeping Wednesday afternoons free for
sport and student activities, where it exists.
Wednesday afternoons are aimed at those between the age 18-21 who play sport,
what about the majority of students?
This is a common misconception that Wednesday afternoons are only utilised by those
individuals who play elite sports. Listing the diverse range of Wednesday afternoon activities
organised by the students’ union can easily disprove this. By organising and funding such a
broad range of activities, the Union is seeking to involve students from all backgrounds both
sporting and non sporting. It may be worth consulting with those students not currently
involved in activities to assess what kind of provision would interest them.
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Campaigning for Wednesday Afternoons
NUS has constantly argued that students should be provided with the opportunity to
participate in extra curricular activities on Wednesday afternoons. Students’ unions play a
pivotal role in ensuring that their institution is aware of the benefits of students participating in
extra curricular activities, and that time within the weekly academic timetable should be made
available.
There are a number of avenues in which students unions can persuade their institution to
adopt a policy of keeping Wednesday afternoons free.
IDEAS
Petition (see the model petition)
Petitions are a quick and simple way of showing the volume of support behind an issue
Questionnaire
These are a good way of obtaining quantitative, first hand information on an issue that can
prove highly effective in campaigning. However, questionnaires are often criticised for getting
low response rates and asking vague and leading questions. Questionnaires need to be well
planned and backed by canvassing they can be highly effective.
Lobbying institution staff
Lobbying is an essential part of representative democracy and will be one of the most crucial
tools when trying to achieve a change in policy on Wednesday afternoons. Lobbying can
increase support for an issue and build alliances and explain issues before decision-making
meetings are held.
Passing policy (see the model union policy)
It is important to ensure that your union has policy supporting the keep Wednesday
afternoons free campaign. Not only does this show that your membership support the
campaign but it also raises awareness and allows students to debate and ultimately become
involved in a cause they feel ownership of. Passing policy also allows the union to dedicate time
and resources to keeping Wednesday afternoons free.
Referendum
A referendum run alongside union elections could be your ultimate weapon in showing student
support for the issue.
Features in your publications
Your membership need to be kept inform of what’s happening with the campaign. What are
you trying to achieve, why is it so important and what have you achieved so far? If you are
going to make sure that students feel they are a part of the campaign you need to make
surethey are informed of how the campaign is going overall.
Model postcards
Postcards are a very easy and effective way of communicating a message and showing how
much support a campaign has.
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Model letters (see the model letter)
Letter writing is one of the best campaigning tools you can use. If your Vice Chancellor or
Principal is responding to letters from concerned students on a daily basis they will soon get
the message that students are determined to keep their Wednesday afternoons free.
Producing a submission document on the value of Wednesday afternoons
A written submission presented to the appropriate meeting will show the institution that the
students’ union has clearly researched the arguments around Wednesday afternoons and
produced a solid proposal that is very difficult to oppose. You may want to incorporate some
of the arguments in this briefing to assist you in producing a submission paper.
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Keeping informed on Wednesday Afternoons
When campaigning for Wednesday afternoons, it is important to research the institution
specific information required in constructing the arguments you will use:

Ensure that you obtain a list of courses and faculties/departments/schools, which timetable
lectures for Wednesday afternoons. Academic registry may be able to provide you with
this information.

Have a number of case studies of students who are prevented from participating in sports
and other extra curricular activities on Wednesday afternoons, due to having lectures at
that time.

Many institutions will argue that due to high participation and lack of funding there are
higher demands on space, therefore making it essential to utilise teaching rooms on a
Wednesday afternoon. If this is the case in your Institution, you should be able to
counteract this argument by obtaining a copy of your institution’s space utilisation audit
from your estates department and copies of departmental timetables. You should be able
to identify times when teaching facilities are not being utilised. (as found by student officers
at City University, London.)

Request that a student officer sits on the timetabling committee. This will not only provide
you with an opportunity to reinforce the policy of no timetabled lectures on Wednesday
afternoons but keep you informed of any proposals to timetable lectures on a Wednesday
afternoon.
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Model Union policy
Union notes
1. The vast majority of sporting fixtures take place on a Wednesday afternoon
2. Students’ unions play an important role in supporting students’ clubs and societies
3. Students also take part in a huge range of student activities all demanding time, enthusiasm
and commitment.
4. Wednesday afternoons are traditionally used by students for extra curricular activities
Union believes
1. It is a fundamental right for students to be able to get involved in extra curricular activities
2. Timetabled lectures and seminars encroaching into Wednesday afternoons limit the ability
of students to participate in student activities and sports
3. Students’ union activities should be open to all
4. Students’ unions increase involvement when they are seen to achieve real improvements in
students lives.
Union resolves
1. To challenge the University/College policy of timetabling lectures and seminars on
Wednesday afternoons, taking into account the fact that some students may only be able
to attend lectures at that time.
2. To raise awareness of the importance of extra curricular activities on Wednesday
afternoons to all students including franchise students and those studying on satellite
campuses
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Model Letter for students to send to their VC
Dear Vice Chancellor/Principal,
RE: Keep Wednesday Afternoons Free
When I made the decision to enter higher education, I recognised that I would have to develop
other attributes beyond my course to succeed in an increasingly competitive job market.
Our students’ union offers a wide range of extra curricular activities that all students can
benefit from. The skills that students develop through participation in these activities are vital
in terms of employability and personal development. With forty percent of students forced to
work during term time, to remain in education, the opportunity to get involved in extra
curricular activities is becoming increasingly limited. The decision to hold lectures on
Wednesday afternoons has limited these opportunities further and many students can no
longer develop these vital skills.
In addition to the skills developed by individuals, student activities bring a wide range of
benefits to our institution. I am sure you recognise the prestige that sports clubs generate by
competing at local and national levels. Students involved in student community action or other
volunteering activities have played a vital role in strengthening relations between the institution
and local communities. It also reflects favourably on the institution when graduate recruitment
figures are boosted by the key skills students develop through these activities. Unfortunately,
many student volunteering opportunities are only available during the week, for example,
working in local schools. National student sporting fixtures are planned on the basis that
institutions have Wednesday afternoons free. It is therefore, both illogical and uncompetitive
to restrict some students from participating in sport and other activities by holding lectures on
a Wednesday afternoon.
Student activities form a vital component of the student experience. I hope you recognise the
need to keep Wednesday afternoons free and give students the opportunity to participate fully
in the extra-curricular activities that will give them vital key skills they require on their courses
and in the future.
Yours sincerely,
Sam Student
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Keeping Wednesday Afternoons Free
We, the undersigned, believe that it is essential to keep Wednesday afternoons free of lectures
and classes to enable students to participate in extra curricular activities.
We believe that this is not only important for personal development and employability, but
also to provide students with key skills that will benefit the institution and enable them to
participate fully in the students’ union.
NAME
SIGNATURE
E-MAIL
COURSE AND
YEAR
Please return to…
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