Work Intensity and Non-Completion of University: Longitudinal Approach and Causal Inference

Autor/inn/en	Moulin, Stéphane; Doray, Pierre; Laplante, Benoît; Street, María Constanza
Titel	Work Intensity and Non-Completion of University: Longitudinal Approach and Causal Inference
Quelle	In: Journal of Education and Work, 26 (2013) 3, S.333-356 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-9080
DOI	10.1080/13639080.2011.653554
Schlagwörter	Education Work Relationship; College Students; Dropouts; Longitudinal Studies; Inferences; History; Foreign Countries; Dropout Research; College Transfer Students; Student Employment; High School Students; Questionnaires; Gender Differences; Interviews; At Risk Students; Enrollment Trends; Motivation; Canada + Suchen Sie Ihr Suchwort? Collegestudent; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Inference; Inferenz; Geschichte; Geschichtsdarstellung; Ausland; Hochschulwechsel; Schulwechsel; Studienortwechsel; Studentenarbeit; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Fragebogen; Geschlechterkonflikt; Interviewing; Interviewtechnik; psychologische; Motivation (psychologisch); Kanada
Abstract	Researchers focused upon the work-dropping out connection tend to show a U-shaped relationship between the likelihood of dropping out and the number of hours worked outside school, with a higher exit rate for both non-working students and for students whose working hours pass a critical threshold. Yet the data typically used by these researchers are drawn mainly from cross-sectional surveys, and as a result does not allow for any causal interpretation. The present article uses an event history analysis of Canadian longitudinal data covering seven years of a cohort, and offers original findings on the causal work-dropping out relationship at the university level. We find evidence showing that the evolution of the exit rates and the factors influencing the decision to quit a particular university programme differ substantially between students who want to enrol in another programme and those who do not. For the latter, we observe a critical threshold of 24h of work, beyond which negative effects in terms of non-completion start to appear. We find no negative effects arising from not working vs. working a few hours. Our findings thus tend to show that the higher exit rate among non-working students evidenced in cross-sectional data should be attributed to the fact that academic difficulties cause some potential university dropouts to stop working and to devote more time to school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10