Lower income students and the ‘double deficit’ of part-time work: undergraduate experiences of finance, studying and employability

Hordósy, Rita; Clark, Tom; Vickers, Daniel

doi:10.1080/13639080.2018.1498068

Cited by 35 publications

(21 citation statements)

References 42 publications

(42 reference statements)

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“…Deferred marriage and decision to raise children (Gicheva 2016) . Deferred home ownership (Velez et al 2019) type of employment students take on tends not to be in their field of study and usually does not support their 'employability' (Hordósy et al 2018). A feature of this analysis of student and graduate economic wellbeing is that it has highlighted the potential for student debt to reinforce or accentuate existing inequalities (e.g.…”

Section: Economic Wellbeingmentioning

confidence: 99%

Student debt and wellbeing: a research agenda

Nissen

Hayward

McManus

2019

Kōtuitui: New Zealand Journal of Social Sciences Online

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With levels of student debt unprecedented and rising in many democracies, growing attention has been given by academics and practitioners to its possible effects for student wellbeing. This article makes three contributions to this debate. First, it offers a critical review of literature that considers the relationship of student debt and wellbeing to open up discussion about the dimensions, limitations and possibilities of the field. Second, the paper points to potential avenues for future research about student debt and wellbeing by considering indicative comments made by New Zealand university students as part of a series of indepth interviews. Third, the article makes a practical contribution to current debates about the tuition 'fees free' policy in New Zealand. We argue that developing a more robust understanding of how student debt affects wellbeing may help to broaden and reinvigorate academic and public debate about student debt.

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Section: Economic Wellbeingmentioning

confidence: 99%

Student debt and wellbeing: a research agenda

Nissen

Hayward

McManus

2019

Kōtuitui: New Zealand Journal of Social Sciences Online

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“…Financial support has the potential to negate the need for excessive part-time work, meaning students have more time to spend on academic duties and extracurricular activities (see also Bathmaker et al, 2016; Burke et al, 2017; Harrison et al, 2018; Hordósy et al, 2018). Mo, for instance, highlighted how the support enabled him to better explore and develop career aspirations:Yeah, I’ve got a university bursary.…”

Section: Resultsmentioning

confidence: 99%

Social Identification, Widening Participation and Higher Education: Experiencing Similarity and Difference in an English Red Brick University

Clark

Hordósy

2018

Sociological Research Online

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In 2012, the UK government introduced the National Scholarship Programme – a scheme that aimed to ensure that young people from families with low household incomes would not be discouraged from entry into higher education by increases in tuition fees. Drawing on longitudinal evidence in the form of 80 semi-structured interviews conducted in an English Red Brick University over a 3-year period, this article uses Jenkins’ work on social identification to examine the processes by which these post-2012 undergraduates used and experienced the financial support made available to them as part of the Programme. The article explores how the initially categorical label associated with being a student in receipt of financial assistance was variously understood and experienced as they moved through their degree. Not only did the additional finance allow students to avoid excessive part-time work, recipients also felt increasingly valued by the institution when they began to recognise how their financial circumstances differed from their peers, and that the university had made this provision for them. It remains to be seen whether these, more intangible, benefits of non-repayable financial support will transfer to the system of ‘enhanced’ loans that have subsequently replaced maintenance grants and the National Scholarship Programme.

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“…Students can focus on their development, use the opportunities provided by the university and funds for grant support or personal scholarships, without resorting to going to work. As Hordósy, Clark & Vickers found out, this strategy is typical for students from the middle-income group [17].…”

Section: Analysis Of the Literaturementioning

confidence: 93%

Budget, motives and strategies for financial independence of undergraduates

Diachkova¹,

Avramenko²,

Melikova³

2020

Econ. Consult.

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Introduction. The problems of scientific analysis, where the subject of study is the financial independence of undergraduates, mainly focuses on two directories: the study of the academic performance of undergraduate and the factors affecting it; financial condition of undergraduate depending on tuition fees. In modern studies, the issues of financial independence of students, their budget are not given due attention. The employment of students is often seen as one of the factors that negatively affect their academic performance, or in the context of forced work caused by high tuition fees. In today's pandemic realities, the aspect of the financial independence of students is actualized, while the problem of students' labor activity during training is of scientific and practical interest as a forced measure to maintain their well-being in order to gain financial independence. Materials and methods. The survey was attended by: 2-4-year students of the Bachelor's degree program "Applied Economics and Finance" (38.03.01 Economics) of the Institute of Economics and Management of Ural Federal University was carried out. The total number of students in 2-4 courses on the program is 284. Results and discussion. As a result of the study, the key motives for obtaining financial independence have been identified, which boil down either to the forced need to find finances, or to the desire to obtain financial independence and the formation of labor and financial competencies; formulated the basic financial strategies of students in relation to budget planning, budget optimization - passive as an orientation towards transfers from parents and the state, active as a search for grant support or going to work; it was found that the problem of choosing between work and study as an additional criterion included opportunity costs, measured as deterioration in academic performance; it was found that significant financial support from parents (family) and its increase with an increase in student spending forms a "soft budget constraint" for a student, reducing the motivation to gain financial independence. It was founded that more than 20% of 2-4-year students have part-time gob, while 2/3 of the working students do not “sacrifice” their studies for work. This is due to the fact that the motivation for choosing a job is voluntary. The survey data allowed to conclude that students are focused both on the improving of labor and financial competencies. It was revealed that the main source of income for their budget is transfers from parents (more than 90%) but own earns are less than 6% of the student budget. It should be noted that there was a large range in the students’ income: from 2,500 to 36,000 rubles. This may be due to both the income of the family in which the student lives and the model of financial support of the parents: they admit the independence of students according to their budget or the autonomy of their student children is practically absent. Conclusion. The results of this study are aimed at comprehending the educational, scientific, labor activity of a student, taking into account the motives for obtaining financial independence, which can be taken into account in the design of individual educational trajectories of students, the development of grant projects and offers of internship, educational loans, which together ensure the strengthening of the financial independence of students.

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Lower income students and the ‘double deficit’ of part-time work: undergraduate experiences of finance, studying and employability

Cited by 35 publications

References 42 publications

Student debt and wellbeing: a research agenda

Student debt and wellbeing: a research agenda

Social Identification, Widening Participation and Higher Education: Experiencing Similarity and Difference in an English Red Brick University

Budget, motives and strategies for financial independence of undergraduates

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