{"title":"Fitting work? Students speak about campus employment.","authors":"Alison Taylor, Catalina Bobadilla Sandoval","doi":"10.1007/s12186-023-09333-y","DOIUrl":null,"url":null,"abstract":"<p><p>Balancing part-time work and studies has become commonplace for university students in Canada and other countries where the costs of education have risen over time. While there is a substantial literature on the impacts of term-time work on studies, little has been written about campus employment programs, which are becoming more commonplace in North American universities. This paper addresses this gap by considering students' experiences in such a program at a western Canadian university. Focusing primarily on qualitative data from a longitudinal study, we examine the various reasons for the attractiveness of this program, which go beyond the promise of professional, career-related work experience. Our analysis draws on the academic literature on work-study roles, which examines whether term-time work has a more positive or negative effect on student outcomes as well as sociocultural literature that is more attentive to different contextual features of the work-study relationship. We find that university-sponsored jobs are highly valued by students for their workplace relationships, regulation, and flexibility. Positive relationships at work are facilitated by supervisors' recognition of students' academic priorities and opportunities to develop peer-support networks on campus. Other important features for students include the convenience of working where one studies, and the ability to build work schedules around academic schedules. However, the limited access to 'good' campus jobs raises concerns about equity.</p>","PeriodicalId":46260,"journal":{"name":"Vocations and Learning","volume":null,"pages":null},"PeriodicalIF":1.9000,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10951021/pdf/","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Vocations and Learning","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s12186-023-09333-y","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2023/8/26 0:00:00","PubModel":"Epub","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
Balancing part-time work and studies has become commonplace for university students in Canada and other countries where the costs of education have risen over time. While there is a substantial literature on the impacts of term-time work on studies, little has been written about campus employment programs, which are becoming more commonplace in North American universities. This paper addresses this gap by considering students' experiences in such a program at a western Canadian university. Focusing primarily on qualitative data from a longitudinal study, we examine the various reasons for the attractiveness of this program, which go beyond the promise of professional, career-related work experience. Our analysis draws on the academic literature on work-study roles, which examines whether term-time work has a more positive or negative effect on student outcomes as well as sociocultural literature that is more attentive to different contextual features of the work-study relationship. We find that university-sponsored jobs are highly valued by students for their workplace relationships, regulation, and flexibility. Positive relationships at work are facilitated by supervisors' recognition of students' academic priorities and opportunities to develop peer-support networks on campus. Other important features for students include the convenience of working where one studies, and the ability to build work schedules around academic schedules. However, the limited access to 'good' campus jobs raises concerns about equity.
期刊介绍：
Vocations and Learning: Studies in Vocational and Professional Education is an international peer-reviewed journal that provides a forum for strongly conceptual and carefully prepared manuscripts that inform the broad field of vocational learning. The scope of the journal and its focus on vocational learning is inclusive of vocational and professional learning albeit through the very diverse range of settings (e.g. vocational colleges, schools, universities, workplaces, domestic environments, voluntary bodies etc) in which it occurs. It stands to be the only truly international journal that focuses on vocational learning, as encompassing the activities that comprise vocational education and professional education in their diverse forms internationally. Vocations and Learning aims to: enhance the contribution of research and scholarship to vocational and professional education policy; support the development of conceptualisation(s) of vocational and professional learning and education; improve the quality of practice within vocational and professional learning and education; and enhance and support the standing of these fields as a sectors with its own significant purposes, pedagogies and curriculums. Vocations and Learning: Studies in Vocational and Professional Education encourages the submission of high-quality contributions from a broad range of disciplines, as well as those that cross disciplinary boundaries, in addressing issues associated with vocational and professional education. It is intended that contributions will represent those from major disciplines (i.e. psychology, philosophy, sociology, anthropology, history, cultural studies, labour studies, industrial relations and economics) as cross overs within and hybrids with and amongst these disciplinary traditions. These contributions can comprise papers that provide either empirically-based accounts, discussions of theoretical perspectives or reviews of literature about vocational learning. In addition, books, reports and policies associated with vocational learning will also be reviewed. Topics addressed through contributions within the proposed journal might include, but will not be restricted to: curriculum and pedagogy practices for vocational learning the role and nature of knowledge in vocational learning the nature of vocations, professional practice and learning the relationship between context and learning in vocational settings the nature and role of vocational education the nature of goals for vocational learning different manifestations and comparative analyses of vocational education, their purposes and formation organisational pedagogics transformations in vocational learning and education over time and space analyses of instructional practice within vocational learning and education analyses of vocational learning and education policies international comparisons of vocational learning and education critical appraisal of contemporary policies, practices and initiatives studies of teaching and learning in vocational education approaches to vocational learning in non-work settings and in unpaid work learning throughout working lives relationships between vocational learning and economic imperatives and conceptions and national and trans-national agencies and their policies.
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