Working Long Hours While Studying: A Higher Risk for First-in-Family Students and Students of Particular Fields of Study?

Autor/inn/en	Lessky, Franziska; Unger, Martin
Titel	Working Long Hours While Studying: A Higher Risk for First-in-Family Students and Students of Particular Fields of Study?
Quelle	In: European Journal of Higher Education, 13 (2023) 3, S.347-366 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lessky, Franziska)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2156-8235
DOI	10.1080/21568235.2022.2047084
Schlagwörter	Foreign Countries; Student Employment; School Holding Power; Work Environment; First Generation College Students; Dropouts; Decision Making; Influences; Predictor Variables; Risk; Family Characteristics; Business Education; Austria + Suchen Sie Ihr Suchwort? Ausland; Studentenarbeit; Arbeitsmilieu; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Decision-making; Entscheidungsfindung; Influence; Einfluss; Einflussfaktor; Prädiktor; Risiko; Wirtschaftserziehung; Wirtschaftspädagogik; Österreich
Abstract	Student employment has become widespread across many European countries, eliciting the question of how working while studying affects student retention. Previous research mostly agrees that it does by arguing that firstly, students who work long hours (i.e. more than 10 h per week) are more likely to leave university early, and also shows that students without academic family backgrounds (i.e. First-in-Family students) are more likely to enter term-time employment. However, little attention has been paid to investigating the factors predicting students' decision to enter time-consuming employment while studying, and little differentiating between fields of study. Our study, which is based on a sample of 47,228 university students in Austria, reveals that the risk of working long hours differs considerably among various groups of students. Besides financial necessity, the results show that seeking work experience and not coming from an academic family background are also strong predictors for entering time-consuming employment, especially for business students. We suggest that higher education educators should effectively address this issue by working more closely with employers, industry representatives, professionals and students. We stress that universities should support their students in building networks, gaining insights into entry-level work and bridging the gap to graduate employment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01