How is university experience related to work experience?
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Apollinariya
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Almost every student faces an internship or official employment while studying at the university. This is an important stage for each student in the formation of his personality and preparation for the next stage of growing up. In this study, I aim to explore more deeply how university experience is related to work experience, whether university experience prepares students for work.
While studying at the university, I faced this issue personally and on my way, in addition to new opportunities, difficulties appeared such as: lack of time, stress, fatigue, increased anxiety and insufficient emotional support.
Universities, while providing employment opportunities for students, often overlook the importance of taking care of their emotional state. Although the provision of internships and jobs promotes the development of professional skills and increases the competitiveness of students in the labor market, the emotional well-being of students often remains in the background. This can lead to a number of negative consequences, both for the student himself and for his academic and professional activities.
For a comprehensive and deeper study of the topic, I conducted a number of studies. One of them is a quantitative approach based on the studied literature. The collected statistical data will be presented below, through an online survey and questionnaire of students at Wollongong University in Dubai.
Some of the most targeted questions of my research are:
1. How is your current job related to your academic specialty?
2. How much does your work help you apply theoretical knowledge in practice?
3. How does work affect your academic performance at university?
4. What skills have you developed through your work that have helped you in your studies?
5. Do you face difficulties in combining work and study?
6. How does your studies help you in your current job?
7. What theoretical knowledge from the university do you apply in practice in your work?
I was prompted to compile these questions by several research articles and their quotations. «In a review of studies which have investigated the relationship between ‘earning and learning’, it is noted that the overall focus to date has been on the negative impact of combining these roles.» (Journal of Education and Work, 2005). This article explores the relationship between university life and employment in terms of academic performance, social integration and psychological well-being. As well as the statistics «Cross-tabular analysis showed that student employment had increased across the two years, from 74% employed at some time during the year for Cohort 1 and 84%» (National Institute Economic Review, 2005) show a clear example of how the percentage of students applying for a job increases rapidly every year.
Based on the above, I compiled a survey of seventeen questions, to which I received fourteen answers from students at the University of Wollongong in Dubai. Basic demographic data show that all 100% of the respondents were between 18 and 22 years old. Of these, 71.4% were women and the remaining 28.6% were men. 57.1% of the respondents study in the 1st year of study, 28.6% are 2nd year students and the remaining 14.3% are in the 3rd year of study.
On a scale from 1 (very bad) to 5 (excellent), 14.3% rated their academic performance at 3, the majority 71.4% rated their academic performance at 4 and only 14.3% rated their academic performance at 5.
Type of employment
The majority of students (78.6%) noted that they work part-time. 14.3% replied that they were on a part-time job and only 7.1% chose the temporary job option.
To the question «How long have you been working in parallel with your studies?», more than half chose the option of less than 1 year — 57.1%, 28.6% answered 1-2 years, the remaining 14.3% have been working in parallel with their studies for more than 2 years.
«Please describe your job and main responsibilities» :
To the question «How is your current job related to your academic specialty?» a significant part answered «partially connected» — 42. 9%, 35.7% answered «not connected» and only 21.4% of all answered «fully connected».
The relationship between university and work
«How much does your work help you apply theoretical knowledge in practice?» only 7.1% of students noted that the work helps to apply theoretical knowledge in practice, the remaining 64.3% — to a moderate extent, 7.1% — to a small extent, 21.4% — it does not help.
As many as 57.1% of students chose «neutral» to the question «How does work affect your academic performance at the university?», 35.7% — positively and 7.1% — negatively
«What skills have you acquired through your work that have helped you in your studies?»
«Do you face difficulties when combining work with study?» 14.3% answered never, 35.7% face difficulties rarely, 42.9% — sometimes and 7.1% — often.
«If so, what difficulties are you facing?»
«How does training help you in your current job?» 28.6% — to a large extent, 35.7% — to a moderate extent, 14.3% — to a small extent, 21.4% — it does not help.
«What theoretical knowledge acquired at the university do you apply in practice in your work?»
«Regarding your situation, how would you rate the support provided by the university? What additional support do you think might be useful?»
Summarizing the data obtained, I would like to note that the majority of those who sent their answers were women, as much as 73.33%. Paying attention to the specific questions that affected my interest, namely «How does your work affect your academic performance at university?», it can be noted that among the women surveyed there are more those who believe that work either has a positive effect on their academic performance or does not have a significant impact. Men are more likely to have neutral and positive responses. This conclusion is also supported by the article «The Impact of Part-Time Work on the Student Experience.»(2016), written by Outerbridge, H.J., which states «The findings show that part-time work can have both positive and negative effects depending on a variety of factors, such as the number of workers hours and the nature of work.»
Most of the students are in their first year of study. There are fewer students in the second and third years of study, mostly women.
The most common difficulties are lack of time and fatigue. Some respondents (mostly men) rarely or never face difficulties. Here are some research articles confirming the relevance of the problem: «Our findings indicate that students who are employed while studying often struggle to balance their academic and work commitments, which can lead to reduced academic performance and increased stress levels» (Nasir & Zaman, 2020), «The study reveals that effective time management is crucial for working students to maintain high academic performance. However, many students report difficulty in managing their time efficiently due to the demands of their jobs» (Jones & Rivas, 2018).
Moreover, it is worth noting that students who work part-time are subject to a higher level of stress than non-working students. More detailed statistics can be seen in the article Sibnath et al. «The survey revealed that 45% of the students who worked part-time reported high levels of stress, compared to 20% of non-working students. This stress was primarily attributed to the challenges of balancing work and academic responsibilities, which negatively impacted their academic performance» (2016, p. 79).
It is worth noting, based on my extended research, that in general, students are satisfied with the support provided by the university, although some noted the need for more flexible planning options and more real-world experience.
Also, my main conclusions that I recommend to students who work on large projects are:
•It is important to start a project with a clear plan and realistic deadlines. Divide tasks into smaller steps and monitor progress regularly to avoid accumulating work.
•Don’t be afraid to ask teachers, colleagues and friends for help. Use all available resources.
•Try to maintain a balance between study, work and personal life. Regular breaks and rest help prevent burnout and maintain productivity.
• Be prepared for surprises and changes in the plan. Flexibility and adaptability will help you overcome difficulties and complete the project on time.
Reference list:
Metcalf, Hilary. «Paying for University: The Impact of Increasing Costs on Student Employment, Debt and Satisfaction.» National Institute Economic Review, no. 191, 2005, pp. 106-117.
Broadbridge, Adelina, and Vivien Swanson. «Earning and learning: how term-time employment impacts on students’ adjustment to university life.» Journal of Education and Work 18.2 (2005): 235-249.
Sibnath, D., et al. «Students’ perceived stress and its impact on academic performance: A case study of the North West University, Mafikeng Campus.» Journal of Psychology in Africa, vol. 26, no. 1, 2016, pp. 77-81.
Yusuf, N., & Ali, M. (2017). The Effects of Part-Time Work on Students’ Academic Performance and Employment Outcomes after Graduation. University Teknologi MARA.
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