No abstract

This article has two primary aims. Firstly, it provides a critical review of previous studies into student stress and identifies several important issues that, as yet, have not been explored. There has been no consideration of the effect of students maturing during their studies on the stress that they experience and how they cope with that stress. Secondly, the article highlights limitations in the past and present literature base, where there has been a concentration on a quantitative approach, and focus on a narrow range of subject groups. There is also a need to undertake longitudinal research to investigate individuals' stress experiences during the period they study at university. Overall the key assertion here is that thus far research into student stress has not offered a complete account and explanation of students' stress experiences.

PurposeThe purpose of this paper is to report the results of a survey of part‐time employment among university students. The survey seeks to establish the nature and characteristics of that employment, and to determine the extent to which it is comparable to similar institutions. The research also aims to examine the possible consequences of combining part‐time employment with full‐time study, with particular reference to stress.Design/methodology/approachThe research consisted of a web‐based survey of full‐time undergraduates within the business school of a post‐1992 university in the UK.FindingsThe survey found that 68 per cent of the sample currently holds at least one part‐time job during term‐time and that the majority are employed in excess of ten hours per week. Employment is concentrated in a small number of sectors such as retailing, service and call centres. Previous studies report that combining a degree with employment can have negative consequences with students missing classes, doing less reading and experiencing higher levels of stress.Practical implicationsThe growth of student employment is eroding further the concept of the full‐time student and universities may need to consider adaptations to their current programmes to accommodate students. From a recruitment and retention perspective, institutions may also need to consider the mechanisms they can offer to support students working part‐time.Originality/valueThe paper is of value in adding to the existing knowledge base about student part‐time employment, which continues to be a growing phenomenon. It also sheds further light on the consequences of working while studying and the negative outcomes that may arise. In particular it examines the relationship between part‐time employment and stress.

Purpose -The aim of the paper is to examine the consequences of students engaging in part-time employment during their studies. It reports the results of a survey of part-time employment among university students. The research examined the possible consequences of combining part-time employment with full-time study, with particular reference to stress. Design/methodology/approach -The research consisted of an institution-wide Web-based survey of full-time undergraduates within a post-1992 university in the UK. Findings -The survey found that part-time employment, in common with many previous studies, is a majority experience for full-time undergraduates. It also found that some students were spending longer in their chosen employment than in time-tabled classes. A central finding was that unlike much previous research, it emerged here that students reported more positive than negative outcomes.Practical implications -The data shows that students continue to engage in part-time employment at a significant level and for some studying is almost a secondary activity. This perhaps raises questions about the existing model of higher education delivery and the need for institutions to consider offering more support mechanisms for individual students. Originality/value -The paper is of value in seeking to clarify the nature of the consequences for students seeking to combine employment and studying. Furthermore the paper builds on our understanding of the continuing growth of student part-time employment.

Explains that the concept of competences is being used widely in the sphere of management development as a means for measuring the performance of individuals. This growth in use has taken place without establishing exactly what organizations are referring to when using the term “competence”. There has also been an assumption that competence can be measured. It is suggested that, given the wide range of activities which the term “management” can be said to encompass, it may be inappropriate to define management in terms of a limited range of activities. The competence approach also implies that the type of lists of skills developed is a correct list which can be applied in different industries. Given that there is no such thing as a generic manager, but rather individuals who are effective in different sectors, the competence approach would appear to be fundamentally flawed.