A question of balance: study–work–life, perspectives from accounting students

Abstract

Purpose Students have a finite amount of time that they can allocate between commitments of study–work–life. Striking a balance between these competing activities is an individual conundrum and this study aims to explore the impact of extramural activities and paid employment on the academic performance of accounting students. Design/methodology/approach Guided by Carroll’s model of school learning, the authors adopt a quantitative approach where they survey (N = 264) and gather responses (n = 195) from students with respect to their choices regarding spare time outside study. These perceptions are then compared to their academic performance. Quantitative responses were subsequently triangulated with interview findings to provide in-depth analysis. Findings Findings provide greater understanding for educators of the student lived experience, which reveals that the work, study and life balance is individually nuanced and is largely driven by the individual’s perceived level of interference from work, which is a significant predictor of academic performance. Originality/value Analysis of the determinants of student learning includes prior academic achievement, confidence with numbers, critical thinking, gender and prior accounting knowledge. Yet, little is known about the implication of activities outside the formal curriculum. This study addresses this void in the literature and provides a much-needed link back to accounting faculty’s pedagogical approaches as they adapt to a cohort’s learning behaviour. This study also adds to the debate on the need for more discussion with faculty to allow alternate arrangements based on extramural activities and employment commitments. Greater understanding of study–work–life balance for students provides an opportunity for new dialog between faculty and students.

Bridging the employability skills gap: going beyond classroom walls

“…In addition, behavioural skills, such as personal and interpersonal, are harder to assess and these skills have the greatest expectation gap as identified by different stakeholders, such as employers and educators (de Lange et al , 2006; Oliver et al , 2011). As highlighted by Beatson et al (2021), the need by some students to work for paid employment to defray their living costs often leads to a struggle to balance their time allocation between study, work and life commitments. This study shows that one way of overcoming the lack of internship opportunities, or the challenge of linking experiential learning to the accounting curriculum, is to encourage accounting students to participate in extracurricular activities like accountancy clubs and community service.…”

“…Other challenges of integrating experiential learning outside the classroom into the curriculum include methods of assessment and grading, large classes, scheduling and time management, tight curriculum and funding (Carr, 1998; Chiang, 2008; Mech, 2007; Rama, 2007; Ruder et al , 2018; Tschopp, 2004). Other intervening factors include the study-work-life balance highlighted by Beatson et al (2021). Increasingly, non-academic work off-campus (full time or part time) decreases the time and energy that students can devote to studies and extracurricular activities.…”

Examining the Relationships between Academic Adaptation and Life-Domain Issues among Working University Students in Estonia

“…Problems at work can have a significant effect on a student's ability to concentrate, motivation, and well-being, all of which can have knock-on effects on the student's ability to adapt academically (Beatson et al, 2021;Kroupova et al, 2021). Researchers have found that working students, who experience work-related difficulties, such as conflicts with supervisors or co-workers, are more likely to experience stress and have lower levels of academic achievement (Bhui et al, 2016;Schaufeli & Taris, 2005).…”