Support for Working Students: Considerations for Higher Education Institutions

Abstract

The majority of students enrolled in college today work at least part-time. Although the benefits of working have been noted for years, institutions of higher education tend to operate under the assumption that students should prioritize their academic careers over their employment. First we review literature examining why students work, the benefits and drawbacks of working, and the type of work that yields the greatest benefit to students. Next we discuss policy recommendations and practice considerations for higher education institutions, including (a) removing or adjusting practices that dis-incentivize working students, (b) developing policies that utilize students’ work experience, (c) providing on-campus part-time employment opportunities, and (d) establishing support systems that assist students in finding employment that works for them. We conclude by summarizing the state of higher education today, noting the inconsistencies between students’ realities and institutional expectations, and recommending ways in which institutions may more fully support their working students.

Keywords:

• Working students
• nontraditional students
• adult learners
• student support
• policy considerations

Additional information

Notes on contributors

Lauren Remenick

Lauren Remenick is a PhD student in the Higher Education and Policy Studies program at the University of Central Florida. Her research focuses on nontraditional and working students and adult learners.

Matt Bergman

Matt Bergman is a Program Director in the College of Education and Human Development at the University of Louisville. Concurrently, he is an Assistant Professor in Organizational Leadership and Learning in the College of Education and Human Development. Dr. Bergman’s research is focused on adult learner persistence, prior learning assessment, leadership, and degree completion programs.