Since the U.S. economy crashed in 2008, institutions of higher education have generally increased tuition and fees to cover shortfalls in state funding and/or fundraising efforts. For example, tuition has increased nearly 60 percent at private colleges and doubled at public institutions during the past ten years (Clark & Wang, 2011). This tuition hike has forced many students to work part-time and/or full-time jobs to pay escalating tuition, fees, room, and board. According to King and Bannon (2002, p. 2), more than 50 percent of full-time students have jobs and “nearly 46% of all full-time employed students work 25 hours or more.” As students work more, they have less time to become engaged in campus life both inside and outside the classroom. Working many hours can certainly impact students’ grades, but what are the implications for student engagement on campus?

The National Survey of Student Engagement (NSSE) data have shown the more that students are involved on campus, the more likely they will stay enrolled at the institution and earn better grades (Kuh, Cruce, Shoup, Kinizie, & Gonyea, 2008). An involved student is “one who devotes considerable energy to academics, spends much time on campus, participates actively in student organizations and activities, and interacts often with faculty” (Astin, 1984, p. 292). While students leave college for reasons such as “change of major, lack of money, family demands, and poor psycho-social fit,” affordability seems to be a major factor (Kuh et al., 2008, p. 541). In 2002, nearly 66 percent of first-year students had concerns about their ability to pay the costs associated with completing their degrees (Nonis & Hudson, 2006). How can we as educators encourage student involvement on campus if students are constantly working off campus to support themselves? The purpose of this article is to educate academic advisers on recent trends in working college students and offer specific advice on how to encourage on-campus engagement that may enhance the students’ career choices and increase retention.

Challenges for Working Students

Students who work off-campus jobs are more likely to feel disconnected from campus activities. According to King and Bannon (2002), nearly half of all full-time college students with jobs work hours that negatively impact on academic performance. Participation in class sometimes suffers because of lack of study time and/or fatigue from work. A study conducted by Torres, Gross, and Dadashova (2010) found that students under the age of 21 worked an average of thirty-one hours per week while enrolled as a full-time student, which influenced grade-point average and course completion. While working can help students find their true passion and gain valuable time management skills, some students are not able to find a school/work balance, which can cause academics to suffer (King & Bannon, 2002).

Depending on the student’s employment status (part- or full-time), their ability to access campus resources may also have a negative impact on their academic performance. According to a study done by Orszag, Orszag, and Whitmore (2001), working college students face the challenge of limited hours for support services such as tutoring, health services, and libraries. In the study, 26 percent of the students working full time reported that working hindered their access during normal library hours (Orszag, Orszag, & Whitmore, 2001). Studies also showed that 40 percent of the students felt their class schedules were limited based on their work schedule. These factors not only play a role in student retention but also impact the number of years it takes students to complete their degree.

According to Chang, Rand, and Strunk (2000), stress plays a major role in job burnout for college students. As stress levels increase, so does the likelihood that students will drop out of school and have “less attractive post-college opportunities” (Orszag, Orszag, & Whitmore, 2001).

Advice for Advising Working Students

To guide working students toward meaningful experiences while attending college, academic advisers can follow some specific suggestions.

Encourage Students to Work On Campus

Depending on their financial aid packages, students may qualify for work-study positions that would allow them to receive funding to work on campus.  Most campuses maintain a central listing of work-study positions. The financial aid office typically houses such listings, and academic advisers are well positioned to share this important information with students. Depending on the campus size, students may be able to find on-campus employment that will enhance their personal and professional development. For example, there may be positions available for biology majors to work in research labs on campus. This can be advantageous to students, because it allows them to gain valuable work experience, make connections with faculty and/or staff members, and earn money to help pay for their education. Another advantage is that on-campus employers may be more flexible during busy times of the semester (such as mid-terms and finals), since they tend to be more cognizant of class loads than off-campus supervisors. Other on-campus jobs, such as working in student unions or residence halls, allow students to network and gain skills that will be attractive to future employers. Advisers can help students realize how the skills they have learned while working are transferable to future employers in their field of study.

Help Students Evaluate their Financial Situation

Advisers can help students evaluate their current financial situation and determine how many hours per week they need to work. Although advisers may not have knowledge about financial issues, they can refer students to the financial aid or financial literacy office on their campuses. These offices may be able to offer assistance and assess students’ needs based on their individual financial and educational circumstances.

Help Students Set Realistic Work-Hour Goals

Advisers can educate students about working a realistic number of hours each week to allow an effective balance of job and school commitments. King and Bannon (2002) found that nearly half of all full-time college students who also have jobs work hours that are detrimental to their academics. According to a study done by Dundes and Marx (2006), undergraduate students working between ten and nineteen hours per week excel compared to those working more or fewer hours than their peers. The study suggested that students working between ten and nineteen hours per week achieve an optimal academic and work balance that reflects discipline and leads to success.

Help Students Select Appropriate Class Times

Advisers can help working students select class times that allow maximum engagement within and beyond the classroom. If on-campus employment is not an option, planning work hours around classes may be more challenging for the student. If the student cannot fit classes into their schedule for a given semester, advise the student to set realistic goals for summer course work, graduation dates, and financial obligations. While some students may want to take all classes during the day, it may not be feasible with their work commitments. If some online classes are an option, they may be a great alternative.

Conclusion

While many of today’s students have to work their way through college, they are not as engaged on campus as their fellow non-working students. Some students might work to support themselves and their families. Academic advisers can motivate students to find on-campus employment opportunities that encourage student engagement, although this option may not be feasible for every student. Data have shown that students who are less engaged are more likely to drop out and have lower grades, so it is important for academic advisers to help students determine the appropriate number of hours they should work and a suitable class schedule based on individual needs. To increase retention of working college students, academic advisers should ultimately discuss each student’s goals and encourage on-campus employment to provide a meaningful experience within and beyond the classroom.