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Abstract

The present study investigated the role of social capital's cohesive and integrative nature in determining students' academic performance in universities. In academia, the social capital comprises faculty, administrators, peers, and external academic communities. The theoretical underpinning of the present study was social capital theory. The methodological fundamentals illustrated that N=400 university students were approached using a multistage sampling technique. A survey method was employed to collect the data, which were then analysed using SPSS version 25. The study's findings revealed that demographic factors, including age segregation, gender differentials, academic enrolment, and family type, influenced the grades attained by the students. Moreover, social trust, network ties, group participation, social cohesion, and social support were the primary indicators of social capital that determine students' academic performance. In conclusion, the formation and extension of social capital are responsible for 86.9% of the fluctuation in students' academic performance. The study's significant recommendations demonstrated that the university administration should organise alum workshops, internships, collaborative training, and academic counselling to ensure an academic environment for students.