Part-time work and full-time higher education

Abstract

This paper reports the results of a random sample survey of term-time employment amongst full-time undergraduates in four institutions. There is a belief that the incidence of employment is increasing, with detrimental effects for academic performance, but the supporting evidence is typically drawn from studies of specific institutions and~or specific groups of students. This paper offers a more widely-based estimate of the incidence of employment, analyses who works and why, and estimates the contribution of employment" to student income. The paper suggests that the current focus on earnings and hours is limiting and that widely drawn 'employment profiles' need to be identified and linked to academic constraints in order to identify the range of consequences of student employment.

Multitasking, but for what benefit? The dilemma facing Nigerian university students regarding part-time working

“…Evans et al, 2014, Ford et al, 1995, Richardson et al, 2009), few have actually followed this up with finding out from students who do not work part-time, the reasons that underpin this decision (see for example, Hodgson and Spours, 2001). In this study, we asked students who do not work part-time, why they do not.…”

“…In this regard, studies have explored the motives of students' part-time work activities (Ford, Bosworth and Wilson, 1995;Richardson, Evans and Gbadamosi, 2009), the difficulties associated with balancing work and study (Evans, Gbadamosi, and Richardson, 2014;Hall, 2010;Moreau and Leathwood, 2006a) and the impact of part-time working upon academic performance (see for example Curtis and Shani, 2002). In addition, researchers have explored the relationship between students' part-time work and the value derived (e.g.…”

“…In addition, researchers have explored the relationship between students' part-time work and the value derived (e.g. Ford et al, 1995;Richardson et al, 2009). However, while part-time work is seen by Billet and Ovens (2007) as a useful precursor to engaging full-time with the workplace and can help inform employment choices, its value in driving and supporting career aspirations has received only limited exploration (see for example Evans et al, 2014).…”

Do Starting Salaries for Graduates Measure the Quality of Education? A Review of Studies by Russian and Foreign Authors

“…• motivation for combining work and study [Ford, Bosworth, Wilson, 1995 The patterns of study-to-work transition and distinctive features of the youth labor market have been analyzed in world literature in detail for country-specific labor markets [Gardecki, Neumark, 1998;Klerman, Karoly, 1994;Ryan 2001;Bell, Blanchflower, 2010]. The most profound review of studies has been performed by Paul Ryan [Ryan, 2001].…”

Undergraduate study behaviours and academic performance: A qualitative analysis of students’ retrospective comments

“…Previous research has identified the impact of various factors on academic performance including motivation and identity (Briggs, Clark, & Hall, 2012;Fazey & Fazey, 2001;Haggis, 2004;Lizzio & Wilson, 2004;Smith & Oyserman, 2015), employment (Ford, Bosworth, & Wilson, 1995;Greene & Maggs, 2014;Nonis & Hudson, 2006;Wenz & Yu, 2010;Zoysa & Rudkin, 2007), and a combination of factors (e.g., age, prior education) (Britton & Tesser, 1991;Grave, 2011;Macan, Shahani, Dipboye, & Phillips, 1990;McKenzie & Schweitzer, 2001). Tertiary-level instructors and advisers may have little or no influence on altering students' characteristics or circumstances (e.g., age, prior education, employment); they may, however, be able to suggest or facilitate the adoption of different study behaviours that could lead to improvements in academic outcomes.…”