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Studies and analyses changes to the promotion policies and practices at the University of Western Australia (UWA) and identifies outcomes by gender. Suggests that there are quite a few factors to be addressed before gender equity in academia at UWA is obtained. Discusses, in depth, how to try to deal with lack of networks, socialization, the dual‐role burden, masculine organizational culture and gendered power imbalance in the workplace. States that, although great inroads have been made at UWA, statistics show that there are still very fundamental barriers to be addressed to aid further improvement for women academics.

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.

The research consisted of an institution‐wide Web‐based survey of full‐time undergraduates within a post‐1992 university in the UK.

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.

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.

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.

Ponders the elemental role of professionally skilled logisticians on sustained corporate success in global supply chain networks and the obligation of human resources managers and academics to advance professional competence. Considers the perceived importance of enhanced knowledge and employment prospects in motivating logistics Master’s students in Great Britain. Investigates the appeal of Master’s qualifications to enrolled and latent logisticians at several British universities and reports a statistical discriminant analysis of previously unknown groupings of motivations for undertaking study. Contrasts the basic motivations of domestic students with the combined basic and academic motivations of non‐British Europeans and the concerns of non‐European students for reputation and teaching quality. Relates the discriminating power of the importance of study abroad and a practical course and the perceived influences of study in English, a relevant academic system, and teaching methods. Explores the implications of the findings for course planning and marketing, professional development and further research.

Burnout has been studied by organizational researchers for nearly 50 years (Maslach and Schaufeli, 2017; Schaufeli et al., 2009); however, little attention is given to burnout experienced by employed students who may be prone to the symptoms of burnout as they juggle multiple demanding roles. Burnout in employed students has previously been conceptualized as a bi-factor model consisting of three dimensions: general burnout, apathy and exhaustion (see Rauti et al., 2019 for further information). The purpose of this paper is to develop and validate a novel and theoretically driven tool to assess burnout in employed students.

A sample of 239 employed undergraduate students from a university in southwestern Ontario completed an online survey which included the University of Windsor Employed Student Burnout Survey. Participants also completed six additional measures for scale validation purposes.

Confirmatory factor analysis supported a four-factor model of the employed student burnout scale: apathy toward employment, exhaustion toward employment, apathy toward academics and exhaustion toward academics. The findings also supported a bi-factor version of the four-factor model. Correlation analyses provided evidence for convergent and divergent validity.

The experience of burnout for employed students is unique as employed students balance the demands of work and school simultaneously. This research suggests that experiences of burnout from work and burnout from school may be distinct from one another and that burnout is context specific.

The purpose of this paper is to examine the pattern of part‐time working amongst a cohort of full time hospitality and tourism students studying at a university in Scotland.

Students studying hospitality and tourism management were chosen due to the vocational nature of their program and the part‐time opportunities available in the hospitality industry. A questionnaire was developed to investigate the extent of part‐time employment amongst hospitality and tourism students. The questionnaire solicited demographic information, level, type and extent of part‐time employment. The questionnaire also explored students' impressions of the benefits of part‐time working, their likes and dislikes in their part‐time employment and what they felt might be done to develop the relationship between the parties involved in part‐time work.

Evaluating responses from 150 students, the study found that almost two thirds of this cohort were engaged in part‐time employment and had been with their current employer for an average of 14 months. Focussing on aspects of gender and nationality the study identified that females were more likely to have a part‐time job and students from Eastern European countries worked significantly longer hours than their peers.

It is suggested that educators more fully recognise the constraints of contemporary student life and consider the provision of flexible teaching methods, part‐time contacts and formal credit for students' part‐time work.

The paper concurs with previous research into the extent of part‐time working amongst students and it found that students from Eastern Europe were more likely to work part‐time and that all students would like more recognition of their employment commitments.

There is strong evidence that year-long work placements make students more employable and produces better academic performance. Despite this, UK participation rates remain stubbornly low. The authors examine the influence of academic performance on students' willingness and ability to complete work placements.

This study’s novel conceptual framework distinguishes students by their intentions regarding work placements indicated at enrolment as well as whether they completed a work placement. The authors use a sample of 226 business and economics students, employing propensity score weighted multiple regression to analyse the influence of academic performance.

The results indicate that academic performance has a significant influence on the decision to include a work placement option at enrolment. For those students who do pursue work placements, first-year academic performance had a significantly positive impact on their ability to secure a placement job. Finally, completion of a work placement was beneficial to final year academic performance.

Work placements are beneficial. Since low academic performance deters students from pursuing such opportunities, universities may need to communicate the benefits better to encourage greater interest. Further, universities need to realistically manage the expectations of students with low academic performance who want to do work placements and provide targeted support during the application process. Furthermore, alternatives to work placements should be provided.

This research adds to the literature investigating the influence of academic performance through academic self-concept on students' investment decisions to include a work placement in their degree study and in students' ability to secure a work placement.

This study investigates the relationship among preference for full-time employment, primacy of part-time employment, and work-related outcomes in a nationally representative sample of part-time college instructors. Results based on multilevel cross-classified random effects models indicate that part-time faculty who prefer full-time positions report working on average more hours per week and express greater work-related dissatisfaction than those who choose reduced work hours. Individuals whose part-time jobs are their primary jobs have less job satisfaction but work longer hours than those who treat part-time work as secondary. Finally, those who prefer full-time employment report more negative job satisfaction when the primacy of their part-time jobs is high.

Owing to increasing debts and lack of parental contribution to undergraduates' income, UK students are taking paid employment during term time in order to finance their studies. The aim of this investigation is to explore employed and non‐employed students' perceptions of the impact of this paid employment on the university experience.

In total, 336 undergraduates completed questionnaires about their employment, their perceptions of the effects on academic study, factors affecting the decision to work and factors which may reduce the amount of time spent studying.

Results indicated that almost 59 per cent of students were employed during term time for an average of 15 hours per week. More students perceived that there were benefits to working than perceived disadvantages, but there were some contradictions concerning the adverse effects of working.

The findings were limited by the location of the sample, as they were from a rural faculty of a large university and are therefore not typical of most UK student populations which are generally in urban locations.

There is no simple solution to the problem of employed students experiencing adverse effects on their academic studies due to working. The government and other stakeholders need to take responsibility for the current situation.

This study adds to the growing body of international data that reports on the effects of user‐pays approach in higher education. No other study has considered the perceptions of non‐employed students alongside the employed.

The wage effect of job–education vertical mismatch (i.e. overeducation) has only recently been investigated in the case of Ph.D. holders. The existing contributions rely on ordinary least squares (OLS) estimates that allow measuring the average effect of being mismatched at the mean of the conditional wage distribution.

The authors implement a recentered influence function (RIF) to estimate the overeducation gap along the entire hourly wage distribution and compare Ph.D. holders who are overeducated with those who are not on a specific sample of Ph.D. holders in different fields of study and European Research Council (ERC) categories. Moreover, the authors compare the overeducation gap between graduates working in the academic and non-academic sector.

The results reveal that overeducation hits the wages of those Ph.D. holders who are employed in the academic sector and in non-research and development (R&D) jobs outside of the academic sector, while no penalty exists among those who carry out R&D activities outside the academia. The size of the penalty is higher among those who are in the mid-top of the wage distribution and hold a Social Science and Humanities specialization.

Two policies could reduce the probability of overeducation: (a) a reallocation of Ph.D. grants from low to high demand fields of study and (b) the diffusion of industrial over academic Ph.Ds.

This paper observes the heterogeneity of the overeducation penalty along the wage distribution and according to Ph.D. holders' study field and sector of employment (academic/non-academic).

The paradigm of school-to-work transition is changing, with an increasing number of students combining work and study. Furthermore, there exists some mixed evidence for the impact of student employment on future earnings and employment likelihood. The purpose of the present paper is to examine additional evidence that would shed light on the pros and cons of student work as a function of its type (i.e. whether or not it matches the student's field of study). We also discuss practical implications for specialists who facilitate the transition of graduates to the job market.

This is a quantitative study based on the National Statistical Survey of Graduate Employment (SGE) conducted by the Russian Federal State Statistic Service (Rosstat) in 2016. Statistical methods of data analysis were used (logistic regression, Mincer equations). The analysis is based on two dependent variables as follows: data on graduates' employment and their monthly earnings.

We show that student work is a predictor of higher employment chances for both university and vocational college graduates. Moreover, the highest employment chances are associated with student work that is well-matched to the field of study. As for earnings, the greatest returns are again associated with work related to education. Jobs unrelated to education significantly correlate with earnings only for university graduates.

An important limitation of the present research is that it estimates the effects of student employment over a rather short-term period by using data on employment just after graduation and only starting salaries. These findings evoke the need for further study of graduate competencies and the process of their acquisition.

Our findings suggest some directions for education development. The results can be used to analyze governmental and other stakeholders' initiatives in the field of vocational and higher education.

The research results can be used by a wide range of stakeholders interested in the employment of graduates as a source of data for designing measures for improving graduates' employability.

Our study obtained data on the impact of student work on later employment. Tertiary graduates get returns from all work experience, while VET graduates earn more only if their student employment was consistent with their field of study.