Abstract
There is a vast amount of research in many countries on what motivates full-time students to enter the labor market, and how this affects their future employment, but these phenomena are hardly ever examined from the perspective of university faculties or student job centers, i.e., the other two parties involved. The novelty of this research is that we took into account students’, faculty members’ and student job centers’ perspectives. This article reports on a study that investigated the social and organizational factors of student employment in Hungary. Fieldwork in 16 student job centers and a content analysis of 23 interviews with students and 7 interviews with faculty members were conducted. The qualitative data collected provides detailed information on how students find jobs and combine work with study. According to student perceptions, term-time work contributes to their employability. This study has also identified factors that might lead to an increased dropout rate. Furthermore, research results suggest that the conservative structure of higher education is incapable of reacting to new social challenges.
Highlights
The growth in student employment is usually associated with changes that European higher education has been undergoing over the past 50 years
As the expansion of higher education led to a steep rise in the number of students who work, regulation regarding student work was implemented in the 2000s in order to avoid tax evasion and student exploitation (Gáti and Róbert 2011; Kocsis 2017a; Kóródi 2007)
In our research we attempted to present the characteristics of student work, as the entry of students in the labor market is becoming a more and more widespread phenomenon
Summary
The growth in student employment is usually associated with changes that European higher education has been undergoing over the past 50 years This is partly due to the fact that many low-status students, on a low income, have been admitted into universities, and partly due to the introduction of some more practical forms of training in addition to the traditional theoretical training, which has led to the consolidation of the relationship between work experience and study. On average in Europe, over 50% of 24-year-old students do some form of paid work during the academic year (Moreau and Leathwood 2006; Riggert et al.2006). It was not until the turn of the millennium that the expansion of higher education reached
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
