Given the current state of the agricultural industry, there is a need to not only fill jobs but also ensure recent graduates are prepared to succeed in a professional environment. Those who participate in such experiences will be more proficiently prepared to transition into the workforce and meet the demands of vital roles within the industry.

The purpose of this study was to describe students’ participation in professional development experiences at Oklahoma State University. Ajzen’s theory of planned behavior along with Astin’s student involvement theory guided this exploration of undergraduate student behavior. In total, 122 undergraduate students participated in this study.

The questionnaire measured the components of the theory of planned behavior, while also exploring students’ frequency and variety of participation in professional development experiences, the barriers and motivations to participation, and communication preferences regarding these events.

The findings revealed that students describe professional development events as those which lead to personal development and career preparation related to one’s specified industry. Respondents most frequently participated in professional development events at least once per semester or at least once per month. The most participated in events included student organizations, career fairs, resume reviews, and networking events. Respondents indicated that a free or affordable event would motivate them to participate, along with the opportunity to network with professionals. However, time constraints and scheduling conflicts are common barriers to participation. While this was a common barrier, there was no relationship found between respondents’ employment status and their frequency or variety of participation in professional development events. Regarding communication preferences, many respondents expressed a preference for receiving information about these events via email.

The findings from this study partially supported the theory of planned behavior as attitudes, subjective norms, and perceived behavioral control were significant predictors of frequency of participation. The only significant predictor of behavior was subjective norms.

It is recommended that these findings aid in the planning and marketing of professional development events. Further research may be conducted to understand other influential factors on student behavior, behaviors across other disciplines, and the marketing of professional development events.