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Work and study: It makes dollars but does it make sense?

Published
11 January 2011

Combining too much work with study can cost young people future job opportunities but the right work provides a valuable foot in the door, according to research published by the National Centre for Vocational Education Research (NCVER).

Outcomes from combining work and tertiary study finds that working 16 to 24 hours a week reduces the completion rate of full-time students by eight percentage points, and the more hours worked the greater the effect. For those who study part-time, full-time work reduces their chances of completing their qualifications by an estimated 12 percentage points.

The research, by Cain Polidano and Rezida Zakirova, is based on extensive information from young people during 10 years of their lives (15 to 25 years), captured through the Longitudinal Surveys of Australian Youth (LSAY).

Students generally combine work and study out of a desire for income, with those who receive income support through Youth Allowance less likely to combine work and study. But, the authors caution, it’s not a simple matter of offering more income support in a bid to increase completion rates.

“On the one hand income support reduces the need for young people to work and can help them to complete their studies, but it can limit opportunities for developing general and job-specific skills”, said Cain Polidano, co-author of the report.

Working in the last year of study improves students’ chances of finding full-time employment for up to three years after they complete their qualification. Their chances of getting a full-time job within a year of finishing their study improve significantly when that job complements their study.

The researchers found that students who have held a job for some time are more likely to finish their studies. They surmise these students are able to gain greater support from their employers in the form of flexible working hours or time off work.

Copies of Outcomes from combining work and tertiary study are available from www.ncver.edu.au/publications/2320.html

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