PROFILE: Professional
Jutta Rump; Imke Buß; Janina Kaiser; Melanie Schiedhelm; Petra Schorat-Waly
Definition and initial situation
Professional activity is a non-university obligation that affects most students. According to the 20th Social Survey, 62% of students were employed during the lecture period in the summer semester of 2012 (Middendorff et al. 2013). These figures are also reflected at the Ludwigshafen University of Business and Society. Of the full-time students, two thirds stated that they were working while studying (Bachelor's students: 49%, Master's students: 75%). 11.1% work more than 20 hours per week (Ludwigshafen University of Business and Society 2015a). But why do students work? In addition to financing their living expenses, many students want to be independent of their parents or gain practical experience for their future career. The university's study barometer also shows that 65% of employed students use their earnings to directly finance their studies (Ludwigshafen University of Business and Society 2015b).
The "normal student" has a monthly income of EUR 864, which is comparable to the average income of a trainee (2015: EUR 832 in western Germany and EUR 769 in eastern Germany (Bundesinstitut für Berufsbildung 2016)).
Effects on study situation and academic success
If students work alongside their studies, this initially means a time restriction. This is also reflected in the assessment of compatibility, which is rated worse by working students and decreases with the extent of their employment (Buß 2016). Study satisfaction is also lower among students who work at least 19 hours a week (Brandstätter and Farthofer 2003). This group of students has particular difficulties in attending courses at inappropriate times and in devoting time to self-study (Nienhüser et al. 2000). However, employment does not only entail difficulties. Broadbridge and Swanson (2006) show that students acquire useful skills in the areas of communication, time management and self-discipline through employment. Academic success is often measured by final grades or graduation. Several studies indicate that employment influences these factors. Sprietsma (2015) uses the National Educational Panel Study in Germany to show that working up to 15 hours has a positive effect on grades. Other studies point to slightly lower grades with a high level of employment of more than 19 hours (Brandstätter and Farthofer 2003). The results of the HIS graduate survey 2007/2008 make it clear that financial difficulties are one of the reasons for dropping out of university (in 2008, this was the main reason for dropping out for 19%). Although employment is not a reason for dropping out in this context, it is taken into account when considering whether or not to remain at university (Heublein et al. 2010).
In order to support working students, measures to increase flexibility in terms of time and location are of particular interest. The results of a survey conducted by the Ludwigshafen University of Business and Society show that this group would like 3.4 percentage points more e-learning (approx. 27%) (Buß 2016). Good plannability combined with an appropriate amount of attendance time supports the compatibility of studying and working.
Literature
Brandstätter, H.; Farthofer, A. (2003): Influence of employment on academic success. In: Journal of Work and Organizational Psychology A& O ( 47 (3)), pp. 134-145.
Broadbridge, A.; Swanson, V. (2006): Managing two roles. A theoretical study of students' employment whilst at university. In: Community, Work, Family (9 (2)), pp. 159-179.
Buß, I. (2016): Unpublished results of a student survey as part of the Open Study Model Ludwigshafen project. Ludwigshafen.
Federal Institute for Vocational Education and Training (2016): Database on training allowances. Available online at www.bibb.de/de/12209.php, last checked on 25.04.2016.
Heublein, U.; Hutzsch, C.; Schreibner, J.; Sommer, D.; Besuch, G. (2010): Causes of dropout in Bachelor's degree programs and in conventional degree programs. Results of a nationwide survey of students who exmatriculated in the academic year 2007/08. 2nd ed. Hanover: HIS Hochschul-Informations-System GmbH. Available online at www.dzhw.eu/pdf/pub_fh/fh-201002.pdf, last checked on 26.04.2016.
Ludwigshafen University of Business and Society (2015a): Study program survey. Internal documents. Ludwigshafen on the Rhine.
Ludwigshafen University of Business and Society (2015b): Student barometer. University-wide student survey. Winter semester 2014/2015. Unpublished documents. In collaboration with Keller, A. Evaluation officer of the university. Ludwigshafen on the Rhine.
Middendorff, E.; Apolinarski, B.; Poskowsky, J.; Kandulla, M.; Netz, N. (2013): The economic and social situation of students in Germany 2012: 20th Social Survey of the Deutsches Studentenwerk conducted by the HIS Institute for Higher Education Research. Available online at www.sozialerhebung.de/download/20/soz20_hauptbericht_gesamt.pdf, last checked on 25.04.2016.
Nienhüser, W.; Becker, C.; Jans, M. (2000): Student employment and part-time studies: First results of a written survey of all students of economics at the University of GH Essen. Essen. Available online at www.uni-due.de/apo/TZ-Bericht.pdf, last checked on 05.11.2014.
Sprietsma, M. (2015): Student employment: advantage or handicap for academic achievement? Discussion Papers, 15-085, ZEW.
Citation
Rump, Jutta; Buß, Imke; Kaiser, Janina; Schiedhelm, Melanie; Schorat-Waly, Petra (2017): Profile: Working students. In: Rump, Jutta; Buß, Imke; Kaiser, Janina; Schiedhelm, Melanie; Schorat-Waly, Petra: Toolbox for good education in a diverse student body. Working Papers of the Ludwigshafen University of Business and Society, No. 6. www. hwg-lu.de/arbeitspapiere
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