PROFILE: Professional
Jutta Rump; Imke Buß; Janina Kaiser; Melanie Schiedhelm; Petra Schorat-Waly
Definition and baseline
Working is an extracurricular commitment 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 Applied Sciences. Of the full-time students, two-thirds reported pursuing a job parallel to their studies (bachelor's students: 49%, master's students: 75%). 11.1% work more than 20 hours per week (Hochschule für Wirtschaft und Gesellschaft Ludwigshafen 2015a). But why are students employed? In addition to financing their livelihood, many students want to be independent of their parents or gain practical experience for their future careers. The university's study barometer also shows that 65% of employed students use their earnings to directly finance their studies (Hochschule für Wirtschaft und Gesellschaft Ludwigshafen 2015b).
The "normal student" has 864 EURO per month at his disposal and thus achieves a comparable average income of a trainee (2015: 832 EUR/ West Germany or 769 EUR/East Germany, (Bundesinstitut für Berufsbildung 2016)).
Effects on study situation and study success
If students are employed 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 the occupation (Buß 2016). Study satisfaction is also lower among students who work at least 19 hours (Brandstätter and Farthofer 2003). This group of students has particular difficulties in attending courses that are ill-timed and in spending time studying on their own (Nienhüser et al. 2000). However, working does not only bring difficulties. Broadbridge and Swanson (2006) show that students acquire useful skills in areas of communication, time management, and self-discipline through occupation. Student success is often measured by final grades or successful completion of college. Several studies indicate that professional activity influences these factors. Sprietsma (2015) uses the National Educational Panel in Germany to show that working up to 15 hours has a positive effect on grades. Other studies indicate slightly lower grades with a high level of professional activity of more than 19 hours (Brandstätter and Farthofer 2003). Results of the HIS graduate survey 2007/2008 make it clear that financial difficulties are one of the reasons for dropping out of studies (in 2008 for 19% the decisive reason for dropping out). Although working is not a reason for dropping out in this context, it is taken into account when considering whether or not to stay at university (Heublein et al. 2010).
In order to support working students, measures to increase flexibility in terms of time and place are of particular interest. For example, results of a survey conducted by the Ludwigshafen University of Applied Sciences show that this group wants 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 study and work.
Literature
Brandstätter, H.; Farthofer, A. (2003): Influence of gainful employment on study success. In: Journal of Industrial 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 within the project Open Study Model Ludwigshafen. Ludwigshafen.
Federal Institute for Vocational Education and Training (2016): Training allowances database. Available online at www.bibb.de/de/12209.php, last checked 25.04.2016.
Heublein, U.; Hutzsch, C.; Schreibner, J.; Sommer, D.; Besuch, G. (2010): Causes of dropout in bachelor and in traditional degree programs. Results of a nationwide survey of de-registered students of the academic year 2007/08. 2nd ed. Hannover: HIS Hochschul-Informations-System GmbH. Available online at www.dzhw.eu/pdf/pub_fh/fh-201002.pdf, last checked 04/26/2016.
Ludwigshafen University of Applied Sciences (2015a): Study program survey. Internal document. Ludwigshafen am Rhein.
Ludwigshafen University of Applied Sciences (2015b): Student barometer. University-wide student survey. Winter semester 2014/2015. unpublished document. With the collaboration of Keller, A. University Evaluation Officer. Ludwigshafen am Rhein.
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 German Student Union conducted by the HIS Institute for Higher Education Research. Available online at www.sozialerhebung.de/download/20/soz20_hauptbericht_gesamt.pdf, last checked 25.04.2016.
Nienhüser, W.; Becker, C.; Jans, M. (2000): Student employment and part-time study: first results of a written survey of all students of economics at the University GH Essen. Essen. Available online at www.uni-due.de/apo/TZ-Bericht.pdf, last checked 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 teaching in a diverse student body. Working Papers of the Ludwigshafen University of Applied Sciences, No. 6. www.hwg-lu.de/arbeitspapiere
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