The impact of term‐time employment on higher education students’ academic attainment and achievement

Callender, Claire

doi:10.1080/02680930801924490

Cited by 157 publications

(144 citation statements)

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“…Secondly, the number of paid hours of work matters more than the student's employment status itself (Katsikas and Panagiotidis, 2011). Thirdly, the preponderance of evidence (Kalenkoski and Pabilonia, 2010;Schrøter Joensen, 2009;Callender, 2008;Applegate and Daly, 2006;Bradley, 2006) suggests the relationship is nonlinear and that student employment has adverse impacts on academic performance when hours of paid work exceed a certain threshold level, typically between 15 and 25 hours per week. Channels through which intense student employment negatively affects economic performance are: missed lectures and tuto-rials and reduced time and effort 9 for academic study outside class hours (Robotham, 2012: 71, Kulm andCramer 2006: 931;Manthei and Gilmore, 2005: 210), 10 low energy, vitality and fatigue (Robotham, 2012: 71;Carney et al, 2005: 313),and stress plus other health-related problems (Carney et al, 2005: 313;Manthei and Gilmore, 2005: 211).…”

Section: Merits and Perils Of Student Work: Literature Reviewmentioning

confidence: 99%

“…Other factors importantly affecting academic performance are: age, gender, social background (parents' income level, parents' education, ethnicity, living arrangements), higher education institution, field of study, entry qualifications, and student's ability and motivation (Beerkens et al, 2010;Callender, 2008;Nonis et al 2006). Cognitive ability or intelligence has been found to be one of the main personal-specific determinants of academic achievement(e.g., Ackerman and Heggestad, 1997).…”

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confidence: 99%

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Does Student Employment Deteriorate Academic Performance? The Case of Slovenia

Kosi¹,

Nastav²,

Šušteršič³

2014

rsp

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Section: Merits and Perils Of Student Work: Literature Reviewmentioning

confidence: 99%

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confidence: 99%

Does Student Employment Deteriorate Academic Performance? The Case of Slovenia

Kosi¹,

Nastav²,

Šušteršič³

2014

rsp

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“…Thus, it is questionable whether working while studying is beneficial at all, especially if one considers the possible adverse effects work might have on education (e.g. Curtis and Shani, 2002;Stinebrickner and Stinebrickner, 2003;Broadbridge and Swanson, 2005;Kalenkoski and Pabilonia, 2010;Callender, 2010) and how work might decrease lifetime earnings by raising the age at graduation. This paper focuses to assess whether working while studying affects earnings after graduation from higher education.…”

Section: Introductionmentioning

confidence: 99%

R&D subsidies and productivity in SMEs

Karhunen

Huovari

2015

Small Bus Econ

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This dissertation consists of an introductory chapter and four separate empirical studies which study higher education and productivity in Finland. Introductory chapter presents shortly the motivation, background and main results of this thesis. First three articles focus on the relationship between working while studying, dropout behavior and later labor market outcomes at individual level. Fourth article examines how subsidies affect labor productivity at the firm level.The first article of this thesis studies how working while studying relates to earnings after graduation from university or polytechnic. Analysis focuses on working while studying and earnings over two year period after graduation. The results show that early work experience is related to higher earnings right after graduation year, but instrumental variable estimations find no significant causal effect for university students.The second article explores on the relationship between working while studying and migration. Migration propensities are studied up to three years after graduation. Results show that working while studying can partly explain why the mobility of highly educated people has declined. We find that that there are differences by study region and earlier migration behavior.The third article examines the relationship between the decision to drop out from university and labor market outcomes. Results indicate that compared to similar university graduates, the dropouts' annual earnings are on average 11,000 euros lower four years after the dropout decision. Dropouts have also a higher probability of being self-employed than similar graduates.The fourth article examines the effect of R&D subsidies on labour productivity. Study uses firm-level data on Finnish SMEs from 2000 to 2012 and apply a combined matching and difference-in-differences method to control for selection bias. Study does not find significant positive effect on labour productivity over the five-year period after a subsidy is granted.

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“…The climate for students in the UK has changed DETECTING UNCERTAINTY, PREDICTING OUTCOME 16 markedly over the last five years with fees rising from £3,000 to £9,000 in 2012. The pressing need for many learners to manage paid employment alongside full-time study was evident even before the fees increase, and the consequent detrimental effects on academic performance were established (Callender, 2008). It is not unreasonable to propose that conflicting demands of the programme and employment would have an adverse effect on attendance, of which some students may have been aware even at that early juncture of their studies.…”

Section: Discussionmentioning

confidence: 99%

Detecting uncertainty, predicting outcome for first year students

Sanders

Mair

James

2016

Journal of Applied Research in Higher Education

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PurposeThis study evaluated the use of two psychometric measures as predictors of end of year outcome for first year university students. DesignNew undergraduates (N=537) were recruited in two contrasting universities: one arts based, and one science, in different cities in the UK. At the start of the academic year, new undergraduates across 30 programmes in the two institutions were invited to complete a survey comprising two psychometric measures: Academic Behavioural Confidence Scale and the Performance Expectation Ladder. Outcome data were collected from the Examining Boards the following summer distinguishing those who were able to progress to the following year of study without further assessment from those were not. FindingsTwo of the four Confidence subscales, Attendance and Studying, had significantly lower scores amongst students who were not able to progress the following June compared to those who did (p<.003). The Ladder data showed the less successful group to anticipate a poorer performance at graduation relative to their year group than did the other group (p<.05). ValueThe results suggest that these two psychometric measures could be instrumental in predicting those at risk of non-completion; such identification could enable the DETECTING UNCERTAINTY, PREDICTING OUTCOME 2 targeted use of limited resources to improve retention. Given the background of limited resources in which institutions are exhorted to improve retention rates, this approach, facilitating the early identification of those at risk of non-completion, could enable focussed use of additional support to reduce attrition.

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The impact of term‐time employment on higher education students’ academic attainment and achievement

Cited by 157 publications

References 12 publications

Does Student Employment Deteriorate Academic Performance? The Case of Slovenia

Does Student Employment Deteriorate Academic Performance? The Case of Slovenia

R&D subsidies and productivity in SMEs

Detecting uncertainty, predicting outcome for first year students

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