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The aim of this study is to investigate why students work during their degree programme, what influences their choice of employment and to examine students' perception of their ability to balance work and study.

A questionnaire was completed by 42 first‐ and second‐year students from a single degree programme at the end of Semester 2.

Within this group 83 per cent of students worked at some point during term‐time of their degree programme. In total 58 per cent of those students who worked did so to either cover or contribute to basic costs of living. While the majority of students felt they could balance work and study, half of all students questioned felt that working could have a negative impact on their degree classification.

This is a small study, limited to students from one degree programme. This study did not focus on the positive aspects offered to students by employment.

Students can no longer be considered as full‐time students, but rather as having dual roles, that of students and employees.

This study examines specifically the primary reason why students choose to, or have to, work during their university degree programme and adds to current knowledge of students' perception of the effect working has on their academic performance.

Work study originated as an attempt to increase efficiency in a highly circumscribed sector of the total activities of a productive unit. It was very limited in its field of operation. Quite soon, however, it became clear that it could not be left as an isolated technique, that it involved the very core of organisation. It was not something which could flourish as a mere grafting on to an antique structure, but required to go to the very roots of management and hence it influenced the whole of subsequent growth and activity. Time study, motion study, work method, expanded into the broader philosophy of work study and this impinged on, necessitated change in, the activities of every department in a concern. Work study was not merely interested in the man on the bench, and with showing him how to do his job better. It could only flourish provided it was preceded by elaborate pre‐planning of work, exact scheduling, efficient stores control, efficient purchasing, sound cost accounting, adequate training, proper personnel relations, in fact unless the whole of the management structure was geared to it.

Students in full-time higher education are increasingly combining work with study. This can present challenges and conflicting priorities which may result in stress and compromised academic performance. However, working can also afford students a better quality of life and enhanced employability. The growth of student employment creates implications for universities and employers. In this chapter, we report the results of our research which explored experiences of students at a business school in a large UK university who were working while studying. We examine the experiences and perceived consequences of combining employment with full-time study and seek to understand why students work during their degree program, the challenges and benefits of balancing work and factors which may help and hinder their efforts. The chapter builds on the existing knowledge base about the effects working has on students’ academic performance and well-being, and considers how universities, employers and social circumstances may support students in managing their complex lives.

Recent advancements in the field of organizational psychology have transformed the employees’ perceptions related to the reactions of the employment relationship. The main aim of the study is to explore the consequences of psychological contracts among the nursing staff and how to provide better patient care and quality service in the health-care system as nurses play a pivotal role in the context of Pakistan. Significantly, this study attempts to bridge the research gap by exploring consequences of psychological contracts. Drawing on the social exchange theory, this study examined the psychological contracts of nurses and their reactions to the perceived violation.

This research adopted a qualitative method and was based on an exploratory approach. Data were collected through in-depth semi-structured interviews from 21 nurses working in public, private and charity hospitals in Karachi, Pakistan. The thematic content analysis is employed for the analysis of data by using NVivo software.

The study identified the relational and transactional elements related to the psychological contract of nurses who predominantly consisted of supervisor support, autonomy, tangible/intangible rewards and trust. The intrinsic motivation which relates to their devotion to work was found as an additional element to balance their psychological contract. This research also establishes that the psychological contract of nurses is being violated in their work settings.

By highlighting the importance of psychological contract breach, the findings demonstrate that health-care institutions should take measures to cope with psychological contract breach issues at the workplace.

This study contributes to the body of knowledge by exploring psychological contract breach. Substantially, there are rare studies conducted on psychological contract breach among nurses in developing country context (Pakistan). However, this study adds to the previous studies related to the psychological contract of nurses in the context of Pakistan by using social exchange theories. Finally, this study enables the management of healthcare to balance the psychological contract issues effectively.

IN a recent television broadcast, a documentary on a family owned engineering factory, it was shown that after nearly 200 years of successful manufacture and trading the firm was going through exceedingly bad times.

THE ordinary work study practitioner will naturally ask what difference a European Work Study Federation will make to him. If it is to have his whole‐hearted support he will need to be satisfied that it will bring him advantages he would not obtain otherwise. It is too early to give precise answers to such questions. There are, however, some reasonable deductions that can be made.

RECENTLY we were at a garage. A customer had, during the night, left his car for repair. The instructions were stuck on the windscreen and repeated on the wing: REPLACE NEARSIDE WING ONLY.

IT is always an exhilarating experience to hear John Garnett speak. In recent years I have listened to him on very many occasions and never known the fascination to fail. Whether in a set speech or when summing up the points made by others there is a power and authority in his staccato sentences.