The work-study nexus: The challenges of balancing full-time business degree study with a part-time job

This source preferred by Gbola Gbadamosi

Authors: Richardson, M., Evans, C. and Gbadamosi, G.

http://www.tandfonline.com/

Journal: Research in Post-Compulsory Education

Volume: 19

Issue: 3

Pages: 302-309

Publisher: Taylor & Francis

DOI: 10.1080/13596748.2014.920582

This study examined how full-time university students cope with part-time working during term time. A qualitative approach was used to examine how students simultaneously manage the two activities, and how part-time working affects their academic study. Semi-structured interviews were used to obtain data from a sample of 30 undergraduate business students. The findings confirm that students merely satisfice many aspects of their lives, with time set aside for reading and assignment preparation being areas that are most likely to suffer in order to allow students to engage with part-time work. Possible options available to higher education institutions to adapt to, and remedy, the situation are explored in the conclusion.

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Authors: Richardson, M., Evans, C. and Gbadamosi, G.

Journal: Research in Post-Compulsory Education

Volume: 19

Issue: 3

Pages: 302-309

eISSN: 1747-5112

ISSN: 1359-6748

DOI: 10.1080/13596748.2014.920582

This study examined how full-time university students cope with part-time working during term time. A qualitative approach was used to examine how students simultaneously manage the two activities, and how part-time working affects their academic study. Semi-structured interviews were used to obtain data from a sample of 30 undergraduate business students. The findings confirm that students merely satisfice many aspects of their lives, with time set aside for reading and assignment preparation being areas that are most likely to suffer in order to allow students to engage with part-time work. Possible options available to higher education institutions to adapt to, and remedy, the situation are explored in the conclusion. © 2014 © 2014 Further Education Research Association.

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