Whereas once upon a time a student’s employment was seen to be a distraction from their studies, driven by economic necessity, in 2010 off-campus paid work appears to have become a natural and rewarding part of undergraduate life.

In a briefing paper to come from the 2010 administration of the Australasian Survey of Student Engagement (AUSSE), ACER Director of Higher Education Research Associate Professor Hamish Coates suggests that universities need to do more to support the large numbers of university students who work while studying.

Results from the last four administrations of AUSSE show that around two-thirds of Australian university students participate in paid work off-campus. Between 2007 and 2010 the figure for first-year students has varied from 63 per cent in 2009 to 69 per cent in 2008. For later-year students the figure jumped from 70 per cent in 2009 to 77 per cent in 2010. Taking part in paid work did not increase the likelihood of early departure.

“There are numerous reasons why students undertake paid work during their undergraduate studies,” said Coates. “Financial responsibilities, opportunities to socialise, reinforcing academic skills, career formation, meeting family expectations, cultural factors and sheer enjoyment are just some of the motivations to work.”

Personal demographics also influenced whether or not a student works. For example, more women work than men, and for longer hours. People who receive financial support from the government or their university work less than those who do not. International students work less than their domestic counterparts. Students from high or middle socioeconomic backgrounds work less than low SES students. Strikingly, students living with their parents are more likely to work than those living with partners or by themselves, or in on- or off-campus student accommodation.

AUSSE revealed a striking relationship between participation in paid off-campus work and academic performance. There was a positive connection between grades and paid work for students who work one to 10 hours per week. People working 11 to 20 hours per week tended to have average grades. The grades of students working more than 20 hours per week were fairly evenly spread, with a slight dip towards the upper achievement levels.

“If learning how to think is the primary purpose of university, then getting a job at the end likely comes a close second,” said Coates. “AUSSE shows that students who participate in off-campus paid work report greater development of employability skills and career readiness.”

Results from the Graduate Pathways Survey, Australia’s first census of bachelor degree students five years after graduation, similarly discovered students who participated in paid work were much more likely to move seamlessly into paid work after graduation and to receive higher salaries. One year after graduation 49 per cent of those who did not work for pay as an undergraduate were in full-time graduate employment, compared to 67 per cent for those who worked 21 to 30 hours and 78 per cent for those who worked 31 hours or more.

“Helping students develop the employability skills and professional capabilities they will need to make the transition into graduate roles is one of the most important aspects of university study,” said Coates. “For example, AUSSE shows that students who do work experience or an industry placement report significantly higher engagement and outcomes than those who do not.”

Students’ participation in and returns from paid work, however, are misaligned with the careers support they receive from institutions. While 66 per cent of Australian first-years worked for pay off campus in 2010, only 7 per cent consulted a careers service for advice, and only half (52 per cent) reported that their paid work had no or very little relation to their study.

Strikingly, 41 per cent of first-years and 27 per cent of later-years said that in the current academic year they ‘never’ blended academic learning with workplace experience, talked about career plans with academics (59 per cent first-years, 45 per cent later-years), or worked with academics on activities outside of coursework (76 per cent first years, 70 per cent later years).

Such misalignment is concerning and has the potential to cause inefficiencies in students’ education. The disconnected nature of students’ work and study creates conflict and fails to capitalise on opportunities for work-derived learning and using academic skills in the workplace.

“AUSSE clearly shows that students are participating in paid work, that such work yields positive returns for learners and graduates,” said Coates. “Institutions need to do more to support learners and capitalise on their vocational activities.”

The AUSSE briefing, Working on a dream: Educational returns from off-campus paid work, and further information on AUSSE is available from http://ausse.acer.edu.au

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