Working and stydying at University at the same time abstract

Factors affecting working students

The study of Elisabeth Hovdhaugen (2015), emphasizes that there are many possible factors why students leave in a specific university before having the degree of completion, and one of the most commonly cited is being engaged to work while studying. With the use of survival analysis, this paper evaluates the impact of employment status on dropout rates. It identifies that employment status does have an influence on dropout rates to students who are less likely to complete their program due to working full time alongside studying full time than students working short part-time or not working at all. However, it seems that working more than 20 hours a week increases the risk of dropout as much as full-time work as if there is a threshold to how much students can work. The integration of employment status into the analysis does not change the effect of variables known to influence on dropouts such as gender, grades, and social background, but it adds to further explain who the possible students that may dropout are. This denotes that models for retention and dropout must also take such external factors into justification, not just consider what happens at the university, as in the model of student departure.
Stated by Marcia Devlin, Richard James, Gabrielle Grigg (2008), the changing nature of higher education funding arrangements and the shift towards "user pays" is the main determinant of the new relationship between students and universities in Australia. In 2007, the Centre for the Study of Higher Education (CSHE) completed a commissioned national study, Australian University Student Finances 2006: Final Report of a National Survey of Students in Public Universities. In presenting the project report, this article discusses selected findings relating to student expectations, engagement to show a worrying picture of threat in financial, involvement in paid work and examines the possible effects on the quality of higher education.
According to Sandra Franke (2003), the average of over 4 hours a day to their education and about7 to 8 hours of entertainment finds young people whose primary activity is attending high school devote. Men spend more than half an hour than women on rest and about half an hour more on unpaid work. In comparison to groups with other age, students who are in high school still have the time for personal care and could sleep 9 hours a day. There has a considerable impact on a student's time by adding a paid job to high school students. In the midst those with paid employment, female students spend an average of one hour daily which is less than male students on their jobs (0.7 hours versus 1.9 hours per day). Accommodating their entry into the labor market, male high school students reduce their free time by 1.5 hours. On the other hand, female students sleep for about one hour less. However, both men and women nearly give the same amount of time to beneficial activities (paid work, unpaid work, and studies), because female high school students do about half an hour more unpaid work for a total of 1.4 hours per day than males.
Based on the study of Rajeev Darolia (2014), there are a growing number of students in college that are working and to a greater extent. Using nationally representative data from the 1997 National Longitudinal Survey of Youth, he analyzes the different effects of working on grades and credit completion for undergraduate students in the United States. There are strategies to identify the causal relationship between working and academic performance including student-level fixed effects to control for permanent, unobserved characteristics that may affect both work and study intensity, and system GMM models to account for potentially endogenous relationships between both aspects that vary over time. He examines that with a particular focus on differences between full-time and part- time students, consequences of working for diverse subgroups will deal with it. Furthermore, he finds no evidence in harming the students’ grades by marginal work hours, but that full-time students complete fewer credits per term when increasing work.
According to the Commission on Higher Education (CHED), around 216,000 students in the country are currently misrepresenting school and work and this figure is about 8% of the total number of college students in the country. CHED said that working students today are mostly into food service, entertainment and sales, apart from their usual stints as librarians and research assistants. "One of the reasons why students need an extra income is due to a financial crisis," according to officer-in-charge at CHED's office of the executive director, Atty. Julito Vitriolo. He also added that because of higher commodity prices and tuition fees, these students are forced to work independently. The CHED stated that only half of working students get to finish college, as many cannot adapt and cannot concentrate on their studies, while some have poor health, while others didn't continue because of financial problems. CHED recommended working students to have jobs that are not too demanding and that is more related to their courses so that they can work comfortably.
Following this, based to the National Center for Education Statistics in America in 2007, nearly half (45 percent) of "traditional" undergraduate students between the ages of sixteen and twenty-four attending college is working full-time while enrolled. However, about 80 percent of traditional-age undergraduates attending college are working part-time while enrolled. The amount of time the students spend working has been causing uneasiness for the educators that served them and in some instances, the students themselves. Recent data would definitely indicate that 80% of American undergraduates worked while attending college in 1999-2000 (King, 2003). This shows an 8% increase over the class less than a decade previously, among which 72% worked (Cuccaro-Alamin & Choy, 1998). Further, there seems to be a strong body of literature that points to the positive effects of not working versus working while attending college (King, 2002; Pascarella& Terenzini, 1991).
In the study of Fjorto (1995), reported that "the student who devotes more time to employment, the less he or she has for either academic or social activities.” Some studies have looked at the effects of working on social and academic integration or student engagement. This concept is an important component in student’s behavior theory (Bean, 1985; Pascarella & Staver, 1985; Tinto, 1975) that has long been linked with perseverance (Kuh, 1995; Pascarella & Terrenzini, 1983).
Lundberg (2004), evaluated a national sample of 3,774 responses to the College Student Experiences Questionnaire (CSEQ) and discovered that students are significantly having fewer interactions with faculty and lower quality student relationships with peers because of working more than 20 hours per week. Cheng (2004), examined how work affects the academic and social experience of college students. Using a mixed method design, it was found that there is “no significant difference between working and nonworking students in their academic and social experience, though working students’ GPAs is lower than those of the nonworking" (p. 1).
The Lovely Professional University (2011), promotes a culture of unified University. The day to day administration and most of the University procedures are supported out online. The University Management System (UMS), an online portal of University that proposed one such innovative step which is to provide vital information regarding academics and other University logistics for assisting the working students, their parents and the staff.
According to Wikipedia (2014), in the past, particularly, universities and large school have created their own bespoke student record systems and one such example is the Repository of Student Information (ROSI) system at the University of Toronto. With the growing difficulty in the business of educational establishments, most organizations now choose to buy customizable software, and increasing numbers are buying software as a service (SAAS) to have continuous progress for working students. Further, most student information systems in use today are server-based, with the application residing on a central computer server, and being evaluated by client applications at different places within and even outside the school.