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Author: Jacqueline I. Dumont
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 92
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Book Description
Student employment trends have many implications to administrators, educators, counselors, as well as the employers. The major purpose of this research was to study the impact of student employment on achievement and retention of MSU College of Technology post secondary students in Great Falls. The secondary purpose was to assess the perceptions of MSU College of Technology instructors in regard to employment. Is there conflict between teachers' academic priority and the students' work priorities? The students at MSU College of Technology are changing. The typical student is over 30, female, single and working. The majority of students have responsibilities of work, family and school. The college needs to be proactive in determining and meeting the needs of this new student population. Of the students who are at risk, 16% have considered quitting, 11 % have dropped a class, and 10% are not confident in their success at college. The review of the literature indicated that employment is a determining factor in student retention and academic success. The results of the survey indicate that more than work, motivation and organization are the determining factor in student success. Respondents who worked tended to be more efficient In managing their time and setting priorities. Also, as the number of hours worked increased, GPA tended to increase also. A majority of students are working in related employment that allows them to use the skills acquired at college.
Author: Jacqueline I. Dumont
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 92
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Book Description
Student employment trends have many implications to administrators, educators, counselors, as well as the employers. The major purpose of this research was to study the impact of student employment on achievement and retention of MSU College of Technology post secondary students in Great Falls. The secondary purpose was to assess the perceptions of MSU College of Technology instructors in regard to employment. Is there conflict between teachers' academic priority and the students' work priorities? The students at MSU College of Technology are changing. The typical student is over 30, female, single and working. The majority of students have responsibilities of work, family and school. The college needs to be proactive in determining and meeting the needs of this new student population. Of the students who are at risk, 16% have considered quitting, 11 % have dropped a class, and 10% are not confident in their success at college. The review of the literature indicated that employment is a determining factor in student retention and academic success. The results of the survey indicate that more than work, motivation and organization are the determining factor in student success. Respondents who worked tended to be more efficient In managing their time and setting priorities. Also, as the number of hours worked increased, GPA tended to increase also. A majority of students are working in related employment that allows them to use the skills acquired at college.
Author: Laura W. Perna
Publisher: Taylor & Francis
ISBN: 1000978753
Category : Education
Languages : en
Pages : 311
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Book Description
How appropriate for today and for the future are the policies and practices of higher education that largely assume a norm of traditional-age students with minimal on-campus, or no, work commitments?Despite the fact that work is a fundamental part of life for nearly half of all undergraduate students – with a substantial number of “traditional” dependent undergraduates in employment, and working independent undergraduates averaging 34.5 hours per week – little attention has been given to how working influences the integration and engagement experiences of students who work, especially those who work full-time, or how the benefits and costs of working differ between traditional age-students and adult students.The high, and increasing, prevalence and intensity of working among both dependent and independent students raises a number of important questions for public policymakers, college administrators, faculty, academic advisors, student services and financial aid staff, and institutional and educational researchers, including: Why do so many college students work so many hours? What are the characteristics of undergraduates who work? What are the implications of working for students’ educational experiences and outcomes? And, how can public and institutional policymakers promote the educational success of undergraduate students who work? This book offers the most complete and comprehensive conceptualization of the “working college student” available. It provides a multi-faceted picture of the characteristics, experiences, and challenges of working college students and a more complete understanding of the heterogeneity underlying the label “undergraduates who work” and the implications of working for undergraduate students’ educational experiences and outcomes. The volume stresses the importance of recognizing the value and contribution of adult learners to higher education, and takes issue with the appropriateness of the term “non-traditional” itself, both because of the prevalence of this group, and because it allows higher education institutions to avoid considering changes that will meet the needs of this population, including changes in course offerings, course scheduling, financial aid, and pedagogy.
Author: George S. McClellan
Publisher: Taylor & Francis
ISBN: 1000979741
Category : Education
Languages : en
Pages : 249
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Book Description
For many students, working while in college is a defining characteristic of the undergraduate experience. However, student workers often view campus employment as a money-making opportunity rather than a chance for personal development. Likewise, institutions often neglect to consider campus jobs as a means to education and student engagement.It is the distinction between work for remuneration and work for personal development which shapes much of the discussion of student employment throughout A Good Job. This book makes the case for campus employment as a high-impact practice in higher education and provides models for institutional efforts to implement new student employment strategies.Carefully designed campus employment opportunities can have numerous benefits, including career exploration and preparation, learning, and increased engagement leading to increased retention. The authors make the case that employment can and should be a purposeful and powerful component in any higher education institution’s efforts to support student learning, development, and success.This book is an excellent resource for anyone interested in capitalizing on the developmental and learning potential of student employment on campus.
Author: Tynan Marie Kozak
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 105
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Book Description
The employment of college students is an important issue for higher education since the impact of working during the academic year is not clear. The current literature base shows conflicting findings about the impact of employment on academic success and engagement mainly because research results vary depending on the type of work, the location of employment, number of hours worked, and the time management skills of the individual students. Investigating the characteristics of full-time undergraduate students at The University of Alabama holding paid positions of employment during the fall 2009 semester is the focus of this study. The survey instrument for this study was designed utilizing variables common with the National Postsecondary Student Aid Study (NPSAS) and variables targeted to gather information about the impact of employment on academic engagement, social experiences and overall student well-being. Findings were compared to the national data from the 2008 NPSAS to explore similarities between national trends and The University of Alabama full-time undergraduate students. Additionally, the motivation for working during the academic year and the impact of this work is explored. A descriptive and comparative analysis of the data was used to answer the eight research questions guiding this study. Findings and conclusions are presented along with recommendations for policy, practice and future research.
Author: Brett Perozzi
Publisher: Dog Ear Publishing
ISBN: 1608441245
Category : Academic achievement
Languages : en
Pages : 290
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Book Description
Author: Nahoko Kawakyu O'Connor
Publisher:
ISBN:
Category : College students
Languages : en
Pages : 266
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Book Description
"The purpose of this study is to better understand college students' experiences of working while in college with the awareness of potential differences based on students' socio-economic status. Working while in college is a prevalent and necessary activity for most students, and this study aims to examine students' decisions to work, and the benefits and drawbacks of working, from a micro and macro perspective. Drawing from critical social theory, this exploratory, sequential mixed methods study explored student employment experiences, benefits of working, and college success outcomes through 32 phenomenological interviews, and 1,144 College Student Employment Survey respondents at a highly selective, private, non-profit, 4-year institution. The results from the study showed that students work for financial reasons, but consider working while in college as an important college experience beyond monetary return, such as enhanced academic integration and increased responsible independence. While students identified the nature of the work positions as an important factor when choosing a job, this was considered only after convenience factors such as physical location of the job, number hours of work available, and scheduling. Students generally found out about their jobs through word of mouth, but significant differences were found between first-generation and low-income students and their continuous-generation, higher-income student counterparts: In addition to word of mouth, higher-income groups reported being tapped by faculty as one of the most common ways of finding out about their work positions, while for low-income students, the job board was one of the prominent ways to find out about their jobs. Students described the benefits of working while in college that encompassed enhanced academic integration, increased sense of responsibility, enhanced skill development, and increased sense of belonging. Liabilities included stress from having to better manage one's time and the physical exhaustion of working after a long shift. In addition to process outcomes described by students as benefits of working at the micro level, student employment experiences showed positive contributions to student success outcomes at the macro level. Students who experience higher supervisory support in their student employment showed greater student success outcomes in civic contribution, intellectual success, responsible independence, trajectory towards graduation, and better labor market positioning. Experiencing community connections and increased faculty and staff interaction due to working while in college also showed positive associations with student defined success outcomes. While stress from work and physical exhaustion were noted in the phenomenological interviews and descriptive survey results, these liabilities did not have a significant association with any of the success outcomes. Implication for prospective students, higher education professionals, and research is offered to consider student employment as a co-curricular activity that is educationally enhancing aligned with the purpose of higher education"--Pages ix-x.
Author: Rick Kincaid
Publisher: First-Year Experience and Students in Transition University of South Carolina
ISBN:
Category : Education
Languages : en
Pages : 154
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Book Description
Author: Laura W. Perna
Publisher: American Educational Research Association
ISBN: 0935302905
Category : Education
Languages : en
Pages : 358
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Book Description
Also known as free tuition and free college programs, college promise programs are an emerging approach for increasing higher education attainment of people in particular places. To maximize the effectiveness of their efforts and investments, program leaders and policymakers need research-based evidence to inform program design, implementation, and evaluation. With the goal of addressing this knowledge need, this volume presents a collection of research studies that examine several categories and variations of college promise programs. These theoretically grounded empirical investigations use varied data sources and analytic techniques to examine the effects of college promise programs that have different design features and operate in different places. Individually and collectively, the results of these studies have implications for the design and implementation of promise programs if these programs are to create meaningful improvements in attainment for people from underserved groups. The authors efforts also provide a useful foundation for the next generation of college promise research.
Author: Matthew J. Adams
Publisher:
ISBN:
Category :
Languages : en
Pages : 179
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Book Description
The purpose of this study was to investigate if employment location, on-campus versus off-campus, impacted student success. Four factors of student success were evaluated: (a) persistence, (b) satisfaction, (c) high-level learning, and (d) personal development. Additionally, employment location and its impact on student success were evaluated for a subpopulation of underrepresented students who self-identified with at least one of the following communities: (a) Black or Latinx, (b) first-generation college, (c) transfer students, (d) LGBTQ, (e) active military or veteran, (f) person with disabilities, and (g) from a low socioeconomic background. Data collected from a survey produced 2,250 responses to be analyzed. All mean scale scores for the student success factors were significantly lower for off-campus student employees than on-campus student employees. Underrepresented student employees reported lower levels of student success than their non-underrepresented peers. Educational leaders should evaluate the benefits of on-campus employment opportunities when making policy and funding decisions related to student employment programs.
Author: Rebecca L. Mounsey
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 74
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Book Description
This study explored the differences between working and non-working students in terms of mental health, academic achievement, and perceptions about student employment. Anxiety and I depression were measured by the Beck Anxiety Inventory and the Beck Depression Inventory-II. Academic achievement was measured by grade point average. Perceptions of student employment were determined using a job questionnaire. Participants included 110 undergraduates from lower and upper level psychology and sociology courses. Data analyses revealed no significant difference in depression between working and non-working students; however, working students displayed more anxiety than non-working counterparts. There was no significant difference in the grade point averages of working and non-working students. Finally, there was no significant difference in the perceptions of the benefits and problems of work between the two groups.
