Pulling Structured Inequality into Higher Education: the Impact of Part‐Time Working on English University Students

Abstract

This paper explores the social and academic effects of term-time working on undergraduate students at an English university. Data initially collected via a survey of student social relationships were enhanced by the inclusion of endof-year academic performance. Various inferential statistical techniques were used to identify these effects. Path analysis was employed to disentangle significant variables and to show that term-time working had direct and significant effects on the two factors shown to be affected most significantly by term-time working: end-of-year average grade and participation in university societies. A major finding was that almost all students who worked came from state schools rather than from independent privately financed schools. The findings are discussed within the context of the recent history of funding policy regarding higher education in England. A key conclusion is that structured inequality, an inherent feature of a divided secondary education system, is being pulled firmly into higher education.

Working whilst studying in higher education: The impact of the economic crisis on academic and labour market success

“…The results of this research, however, are inconclusive and even contradictory (Riggert, Boyle, Petrosko, Ash, & Rude-Parkins, 2006). Some studies reveal a negative correlation between the number of hours worked and students' marks (Humphrey, 2006;Kulm & Cramer, 2006), while others find the opposite correlation:…”

“…Many findings have highlighted the negative consequences of working while studying and they express concern about how this phenomenon interferes in different aspects, like the difficulties in meeting university requirements (Humphrey, 2006;O'Toole, Stratton, & Wetzel, 2003): absenteeism (Soler Julve, 2013), trouble in the engagement process at university (Elias, Masjuan, & Sanchez-Gelabert, 2012), a greater likelihood of dropping out (Bozick, 2007;Staff & Mortimer, 2007); tiredness, shortage of time and few hours for recreation (Curtis & Williams, 2002).…”

“…Lastly, some authors (Hovdhaugen, 2013;Humphrey, 2006;Triventi, 2014) have concluded that the characteristics of the workplace and the hours spent working need to be explored as they are fundamental to understanding the effect of working on academic outcomes. Another element is whether or not the job is related to the degree studied (Graham, 2006) and, furthermore, neither must institutional factors and the characteristics of the degrees themselves be disregarded.…”

“…Some of this research finds that working while studying has a positive effect on the employability of the student because experiences of work imply a development of interpersonal skills and career-advancement prospects (Humphrey, 2006), which means a better CV, making that individual stand out from his peers who have had no experience of work, thus making him more suited to employment (Curtis, 2007;Evans, Gbadamosi, & Richardson, 2014).…”

Competing in the graduate labour market: Student perspectives on (not) participating in extra-curricular activities

“…The fact that students like A6 make their academic work a priority might of course be seen as a rational decision given evidence to suggest that engaging in ECAs can have a negative effect on student learning, particularly where students are engaged in excessive amounts of part-time working (Barke et al, 2000;Curtis & Shani, 2002;Curtis & Williams, 2002;Metcalf, 2003;Humphrey, 2006). However, as Table 2 illustrates, it is generally not part-time working that is being sacrificed, but other non-paid (and arguably more important) forms of ECA.…”