Term-time Employment and Student Attainment in Higher Education

Dennis, Catherine; Lemon, John; Louca, Vasilis

doi:10.14297/jpaap.v6i1.294

Cited by 6 publications

(8 citation statements)

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“…2018). The study found that one-third of the students work parttime, and another 14% work full-time, during study breaks or term time or both (Dennis et al 2018). Research has shown that the motivations for students to volunteer are twofold, compassion and concern for others, as well as perceived enhanced employability for themselves (Williams et al 2017).…”

Section: Discussionmentioning

confidence: 99%

Does university have an effect on young people’s active citizenship in England?

Yang

Hoskins

2020

High Educ

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Educational attainment measured by years of education has been widely reported as leading to higher levels of political participation. The theory is that education plays an important role in a person's civic skills and cognitive capacity that helps them understand and connect with the world of politics and be able to defend their interests (Nie et al. 1996). However, a number of studies argue that education has no effect on political engagement as educational attainment has been identified as a proxy for socioeconomic background and cognitive ability. In order to examine whether the university has an effect on young people's intentions for active citizenship in England, hybrid cumulative logit models are used in the Citizenship Education Longitudinal Study (CELS) 2009-2014 with between and within effects which help explain differences between individuals and within individuals at different time points. Control measures of previous citizenship education are also included in the analysis. We find that the university has a positive independent effect on intentions to vote, a negative effect on intentions to volunteer, but not on intentions to protest in the future for young people in England. These findings help clarify the role of higher education (HE) in developing and maintaining democracy and social cohesion.

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Section: Discussionmentioning

confidence: 99%

Does university have an effect on young people’s active citizenship in England?

Yang

Hoskins

2020

High Educ

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“…A 2015 survey by Endsleigh Insurance in collaboration with the National Union of Students Insight Team found that 77% of students reported working to help fund their studies, increasing from 59% in 2014 and 57% in 2013. This is not the place for a discussion of the impact of employment on student achievement (see, e.g., Callender, 2008, or Dennis, Lemon, & Louca, 2018), rather, we raise the issue because as French and Kennedy (2017) have noted, the proliferation of competing demands is a key cause of poor attendance. If used appropriately, lecture capture has the potential to support not only traditional learners as they transition to an independent mode of learning but a more diverse and flexible higher education landscape.…”

Section: Lecture Capture and Self-regulationmentioning

confidence: 99%

Lecture capture: Practical recommendations for students and instructors.

Nordmann¹,

Küepper-Tetzel²,

Robson³

et al. 2022

Scholarship of Teaching and Learning in Psychology

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In this paper, we provide practical recommendations to help promote self-regulated strategies for the use of lecture capture for both students and instructors. For students, we suggest that the importance of attendance and effective note-taking should be reinforced, as well as specifying how lecture capture can best be used as a catch-up or revision aid. For instructors, we highlight the need to provide guidance for students on how to learn and to adopt a context-dependent approach to lecture capture based on pedagogical considerations, rather than all-or-nothing. Regarding the issue of the relationship between lecture capture and attendance, we suggest the focus should move to a more nuanced discussion of why students fail to attend lectures and how they are using lecture capture. Finally, we discuss other concerns commonly raised by instructors related to lecture capture. Our student guidance is available for dissemination in infographic form at https://osf.io/esd2q/files/. review of the literature, Witthaus and Robinson (2015) state that empirical studies rarely indicated that much advice was given to students on how to use lecture capture. There are excellent examples of guidance available at the local level (see e.g., "7 ways to get the most out of lecture capture: A guide for students"), but it is notable that the existence or use of such guidance does not always permeate to the instructor level, perhaps because the format of the guidance generally targets students, or perhaps because it has not been accompanied by a robust evidence base. We are not alone in thinking that there is a need for more guidance, but rather join recent calls for support for both students and instructors (French & Kennedy, 2017; MacKay, 2019) in recognition that neither should be expected to instinctively understand how best to use lecture capture without explicit guidance. Research on the impact of lecture capture has lagged behind the adoption of lecture capture and there is more work to be done. However, this should not preclude us from applying the wealth of cognitive and educational research on learning and teaching more generally to help support the use of lecture capture whilst this work evolves. Thus, the aim of the current paper is to provide guidance to students and instructors on how effective learning and teaching strategies can support the use of lecture recordings in higher education. Our paper is predominantly aimed at higher education practitioners, namely those involved in the provision of lecture recordings-instructors, learning technologists, and policy makers. However, to aid dissemination of our guidelines to students, we also provide infographic institution-agnostic guides in English, German, Welsh, and Dutch, that can be shared with students where lecture capture is used (see LINK REDACTED FOR REVIEW, SEE SUPPLEMENTARY MATERIALS). Whilst we will discuss relevant research, for a comprehensive overview of the lecture capture literature or policies we direct the interested reader to existing reviews (e.g., O'Cal...

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“…Logan et al (2015) found that students who worked more than 20 h a week at off-campus jobs were more likely to have GPAs that were lower than those who worked fewer hours, while Hovdhaugen (2015) found that the risk of dropout increased when students worked more than 20 h a week. On the other hand, Dennis et al (2018) found that students who worked more than 30 h a week have a significantly lower mean end-of-year grade than those who were not undertaking term-time employment.…”

Section: Insights From the Literaturementioning

confidence: 91%

“…The adverse effects of term-time employment on students’ academic achievement had been widely established. Barke et al (2000); Hunt et al (2006); Curtis and Shani (2002); Wenz and Yu (2010); Hovdhaugen (2015) and Dennis et al (2018) were among the few who had found a decline in academic performance and less time for study. Instead of lower academic grade achievement, Grant et al (2005) found that term-time employed students were more likely to have higher dropout rates and took longer to complete their studies.…”

Section: Insights From the Literaturementioning

confidence: 99%

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Number of term-time working hours among undergraduate students

Tan

Lim

Loke

2020

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PurposeThe purpose of this study is to investigate the prevalence of term-time employment among undergraduate students and to identify the factors that affect the number of working hours in term-time employment. The study also aims to explore if students work during term time due to self-development or financial needs.Design/methodology/approachA self-administered questionnaire was used to collect data from 400 undergraduates in a public university in Malaysia. A Tobit regression model was used to identify the factors that can significantly explain the varying working hours per week in the student sample.FindingsOnly 20.8% of the students in the sample undertook term-time employment, with an average of 16 working hours a week. The financial motivations to work were driven more by the need to sustain a desired lifestyle compared to financing basic living expenses. Students’ perceptions towards term-time employment significantly affected their working hours and likelihood of undertaking term-time employment.Practical implicationsAs students want to excel academically and at the same time gain working experience and skills, universities may want to revisit the higher education curriculum and reconsider the course credit weightage for academic and practical experience.Originality/valueInstead of just documenting the number of working hours among students, the study empirically explores the factors that affect the number of working hours and sheds light on the allocation of time and priorities by students among academics, self-development and social life.

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Term-time Employment and Student Attainment in Higher Education

Cited by 6 publications

References 6 publications

Does university have an effect on young people’s active citizenship in England?

Does university have an effect on young people’s active citizenship in England?

Lecture capture: Practical recommendations for students and instructors.

Number of term-time working hours among undergraduate students

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