Exploring the work/life/study balance: the experience of higher education students in a Scottish further education college

Abstract

This study explores the dimensions of the work/life/study balance and its influence on student participation in higher education, through a case study of the experience of higher education students, studying both full time and part time, in a Scottish further education college. The experience of the students and the work/life/study challenges that they face stand in marked contrast to the traditional conception of university students, on which higher education policy is usually based. The majority of the students in this case study combined study with work and/or family commitments and the normal ‘working’ week was of 59–71 hours. Full time and part time students experienced different but equivalent demands on their time and were equally at risk of overload. Over half of the students achieved a good or manageable work/life/study balance, whilst some experienced stress caused by conflicting priorities. The students' success in balancing study with work and family life was influenced by their coping strategies and by the nature and quality of the support they received from families and employers. It is recommended that there is scope for the further development of an institutional culture and ethos that is compatible with the reality of the students' busy lives. A case is made for the equalization of financial support for full time students and part time students.

Notes

1. www.scotland.gov.uk/Publications/2006/04/28100117/0 (accessed 11 April 2006). Not including 10300 enrolments at Bell College and UHIMI partner colleges which are included in the data for the HEI sector from 2001–2002. It is usual practice in the FE sector to count enrolments.

2. The first year of the survey reported in this article.

3. www.scotland.gov.uk/Publications/2006/04/28100117/0 (accessed 11 April 2006).

4. The survey responses provided evidence of a range of combinations of activity. In 2000–2001, the interquartile ranges were: The pattern of dispersion has been reported only for a single year of the survey to conserve space. However the pattern is replicated in the two subsequent years.

5. For an extended discussion see Lowe (2005), especially section 8.3.

6. For details of the data see Lowe (2005), especially section 8.4.

7. www.dfes.gov.uk/pns/DisplayPN.cgi?pn_id = 2005_0117 (accessed 11 April 2006).

8. www.scotland.gov.uk/Topics/Education/Funding‐Support‐Grants/FFL/Introduction (accessed 11 April 2006).

9. www.hefce.ac.uk/News/hefce/2005/ptboost.htm (accessed 11 April 2006).

10. www.dfes.gov.uk/pns/DisplayPN.cgi?pn_id = 2005_0117 (accessed 11 April 2006).