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Summer vacation employment plays an important role in the financial survival of students in higher education. Examines what job search methods are used and questionnaire evidence is analysed to establish how success in job search is dependent on a number of control and job search variables. Finds that for students seeking temporary full‐time employment, a search process including either the use of Job Centres and/or responses to newspaper advertisements increases the probability of gaining work. However, females were found to be less likely to gain full‐time temporary work than males. The success of those students seeking part‐time employment was improved by the use of a private employment agency. A mature student was found to be more likely to obtain a job in all of the models.

This paper is the first of its kind to look at first-year undergraduates in France. The purpose of this paper is to measure the impact of holding down a job on the probability of students dropping out of higher education or passing their first year.

Given the existence of relevant unobserved explanatory variables, probit models with two simultaneous equations have been estimated. The first equation will enable us to explain paid employment or working hours, and the second academic outcomes that allow for dropout.

The results show that being employed means students are more likely to drop out during their first year and less likely to pass. The latter finding is comparable with results for subsequent academic years although the impact is greater for first-year undergraduates. The more intensive the work, the greater the adverse effects of employment.

By refining the research, this negative impact of employment is not verified for all the student profiles. For some of them, e.g., those with honours at the secondary bachelor, employment does not harm their academic results.

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.

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.

The purpose of this study is to investigate the prevalence of term-time employment among undergraduate students and to identify the factors that affect the number of working hours in term-time employment. The study also aims to explore if students work during term time due to self-development or financial needs.

A self-administered questionnaire was used to collect data from 400 undergraduates in a public university in Malaysia. A Tobit regression model was used to identify the factors that can significantly explain the varying working hours per week in the student sample.

Only 20.8% of the students in the sample undertook term-time employment, with an average of 16 working hours a week. The financial motivations to work were driven more by the need to sustain a desired lifestyle compared to financing basic living expenses. Students’ perceptions towards term-time employment significantly affected their working hours and likelihood of undertaking term-time employment.

As students want to excel academically and at the same time gain working experience and skills, universities may want to revisit the higher education curriculum and reconsider the course credit weightage for academic and practical experience.

Instead of just documenting the number of working hours among students, the study empirically explores the factors that affect the number of working hours and sheds light on the allocation of time and priorities by students among academics, self-development and social life.

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.

The 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.

The research consisted of a web‐based survey of full‐time undergraduates within the business school of a post‐1992 university in the UK.

The 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.

The 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.

The 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.

The purpose of this paper is to investigate student motivation for undertaking an entrepreneurship education programme and their ultimate employment aspirations through a novel data mining technique. The study considered what relationship certain motivation characteristics have to students’ aspirations, specifically in terms of their intention to be self-employed or employed.

The study examined enrolment data of 720 students on an entrepreneurial education programme, with work statuses of full-time, part-time or unemployed and have known aspirations to either employment or self-employment. The Classification and Ranking Belief Simplex (CaRBS) technique is employed in the classification analyses undertaken, which offers an uncertain reasoning based visual approach to the exposition of findings.

The classification findings demonstrate the level of contribution of the different motivations to the discernment of students with self-employed and employed aspirations. The most contributing aspirations were Start-Up, Interests and Qualifications. For these aspirations, further understanding is provided with respect to gender and student age (in terms of the association with aspirations towards self-employed or employed). For example, with respect to Start-Up, the older the unemployed student, the increasing association with employment rather than self-employment career aspirations.

The study identifies candidate motivation and the demographic profile for student's undertaking an entrepreneurial education programme. Knowing applicant aspirations should inform course design, pedagogy and its inherent flexibility and recognise the specific needs of certain student groups.

The study contributes to the literature examining motivations for undertaking entrepreneurship education and categorising motivating factors. These findings will be of value to both education providers and researchers.

Students have a finite amount of time that they can allocate between commitments of study–work–life. Striking a balance between these competing activities is an individual conundrum and this study aims to explore the impact of extramural activities and paid employment on the academic performance of accounting students.

Guided by Carroll’s model of school learning, the authors adopt a quantitative approach where they survey (N = 264) and gather responses (n = 195) from students with respect to their choices regarding spare time outside study. These perceptions are then compared to their academic performance. Quantitative responses were subsequently triangulated with interview findings to provide in-depth analysis.

Findings provide greater understanding for educators of the student lived experience, which reveals that the work, study and life balance is individually nuanced and is largely driven by the individual’s perceived level of interference from work, which is a significant predictor of academic performance.

Analysis of the determinants of student learning includes prior academic achievement, confidence with numbers, critical thinking, gender and prior accounting knowledge. Yet, little is known about the implication of activities outside the formal curriculum. This study addresses this void in the literature and provides a much-needed link back to accounting faculty’s pedagogical approaches as they adapt to a cohort’s learning behaviour. This study also adds to the debate on the need for more discussion with faculty to allow alternate arrangements based on extramural activities and employment commitments. Greater understanding of study–work–life balance for students provides an opportunity for new dialog between faculty and students.

The present study aimed to understand how participation in university extracurricular activities has a beneficial or detrimental impact on students’ employment self-efficacy through the intervening mechanism of information search strategy.

The authors collected data from active job-searching university students across two time-points and hypothesized that the breadth of extracurricular activity participation would positively impact employment self-efficacy perceptions and information search strategies (focused, exploratory and haphazard) would mediate this relationship.

Results indicate that the breadth of students' participation in extracurricular activities was positively associated with employment self-efficacy perceptions, and this relationship was mediated by focused and exploratory information-search strategies. Extracurricular activities exhibited a negative relationship with a haphazard search strategy.

This research extends the understanding of the role of participation in extracurricular activities for influencing a job search. Future research may replicate these findings with different samples of job seekers.

Extracurricular activities are typically offered at universities as a way for students to develop skills and to improve employers' perceptions of students. The present results suggest that participating in extracurricular activities may also help university students to effectively conduct a self-directed job search.

We examined the role of extracurricular activities from the applicant's perspective, extending prior research examining extracurricular activities from the employer's perspective. The present results suggest that extracurricular activities play an important role in shaping the job search process of university students by influencing students' confidence for finding employment. Information search strategies mediated the effects of extracurricular activities on employment self-efficacy perceptions, suggesting that participating in extracurricular activities changed the way that applicants searched for jobs.