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"Work study"
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Work–study boundary congruence: its relationship with student well-being and engagement
We tested a work–study congruence model, in which student role congruence was related to student engagement and well-being via work–study conflict and facilitation. We found (251 working students; 70% female; mean age 24.68 years) greater congruence to be associated with better engagement and well-being, and conflict and facilitation to mediate partially between congruence and well-being, explaining 37.5% of the variance in engagement and 41.1% in well-being. The study demonstrates that the role congruence approach is useful to understand the experiences of working students and points to how interventions might assist students who struggle with multiple competing roles.
Journal Article
It Takes Work: How University Students Manage Role Boundaries when the Future is Calling
Managing boundaries between students’ work and study roles is crucial for success at university. Little research has examined the strategies used to manage these roles, the factors that relate to implementing them, and the outcomes associated with their use. Boundary management theory, an identity-based perspective, explains boundary management processes; yet, few studies have examined how identity affects the enactment of boundary strategies. We investigated the extent to which identity-based concepts (i.e., student role salience and future-self) were related to different types of boundary strategies (i.e., temporal and communicative), how these related to work-study balance, and, in turn, academic satisfaction. We tested our model on a sample of 266 working university students (MAge = 20.07 years, SD = 2.63; 74% women) and it accounted for 41% of the variance in academic satisfaction. Significant relationships were found among identity-based concepts, boundary strategies, work-study balance, and academic satisfaction, highlighting the importance of student identity and the use of temporal strategies in achieving greater work-study balance and academic satisfaction. Suggestions for how education providers can retain students who are struggling to manage work and study are discussed.
Journal Article
A living classroom : ideas for student creativity and community service
\"Teaching methods and ideas to promote service learning\"-- Provided by publisher.
Book
Communication skills for your social work degree
Communication Skills for your Social Work Degree will help you to: improve your oral and written communication skills in a range of academic and professional settings improve your public speaking, including academic presentations improve your practical writing and speaking skills If you are embarking on a university social work degree, the books in this series will help you acquire and develop the knowledge, skills and strategies you need to achieve your goals. Tasks and activities are designed to foster aspects of learning which are valued in higher education, including learner autonomy and critical thinking, and to guide you towards reflective practice in your study and work life.
eBook
Federal Work‐Study Student Perceptions of Career Readiness
University programming seeks to facilitate career development in a variety of ways. Federal Work‐Study (FWS) participation, similar to internships, provides practical experience and potential career development benefits. Over 3 academic years (2016–2019), 1,752 Qualtrics surveys were completed by work‐study students (77% female, 55% White) at the end of each academic year at one university. Three years of data suggest a positive influence of FWS on the growth of National Association of Colleges and Employers career readiness competencies. These data suggest that postsecondary education can construct FWS opportunities with intentional career development goals. Future research should examine a range of career development outcomes in quasi‐experimental designs and unpack the mechanisms within FWS (e.g., supervisor training, matching work assignment to career aspirations) that maximize career growth.
Journal Article
Why do civil servant students experience work-study conflicts?
Since the enactment of the Indonesian Minister of Education Regulation No. 48/2009 on Part-Time Study Permits for Civil Servants, many teachers have pursued graduate studies to enhance their qualifications and advance their careers. However, this decision often creates work-study conflicts. This study investigates: (1) the challenges faced by civil servant teachers in balancing work and study, (2) their motivations for enrolling in graduate programs, and (3) the broader implications of these conflicts for both teachers and their educational institutions. Using a qualitative case study approach, data were collected through in-depth interviews and focus group discussions with sixteen alumni between July and October 2023. The data were analyzed using reduction, verification, and descriptive techniques. The findings reveal that teachers frequently prioritize work obligations over academic responsibilities, leading to difficulty managing both roles effectively. Career advancement is identified as the primary motivation for pursuing further study. In several cases, unresolved conflicts resulted in teachers withdrawing from their programs. At the institutional level, study leaves and absenteeism disrupted school performance, affected student outcomes, and created challenges in maintaining class schedules and program continuity. Nonetheless, if properly managed, teachers' higher education experiences can positively contribute to schools through enhanced pedagogical practices, updated knowledge, and expanded professional networks. The study recommends a comprehensive review of the part-time study permit policy to provide greater flexibility and institutional support, ensuring a balance between teachers' professional duties and academic pursuits.
Journal Article