Student Being Active Agents of Work

Student Being Active Agents of Work

Introduction

Unemployment rates in an economy are one of the worrying trends that have a direct implication on the performance of an economy. Employment is classified as one of the major critical components that facilitate economic growth and development. However, the involvement of the students in employment has attracted varied views that have called for a critical analysis of its analysis. College and university students have been turned to active agents of work across industries. Students may work for personal or financial reasons, and the job opportunities are not related to their major career (Bakar et al., 2011). Students are employed in diverse sectors that include retail businesses, marketing jobs, catering, and hospitality despite their educational courses. Firms and organizations, primarily in urban centers, have developed their staffing, and recruitment approaches around utilizing students are available labor force. Unpaid and paid internship programs are centered on students as the readily available labor force. Voluntary and charity organizations heavily rely on student employees as a strategic business model (Quintini, 2015).

Various studies have been developed exploring student employment and its implication to the general academic overall of the students. Studies have also been designed analysis of why college students are involved in employment practices with little emphasis on its advantages in equipping skills and social skills to the involved student. Underpayment of student workers has also raised concerns across attracting various interests (Swan, 2015). Student employees are poorly paid despite being active agents in their works places.  This paper is developed to explore multiple students’ employment concepts. The study is designed based on primary data collected from five interviews.

The research paper aimed to answer the following research objectives;

• To explore students’ motivations in seeking employment when the job opportunity is not directly linked to their career path:
• To investigate through the use of interviews how students manage to gain experiences in their places of employment;
• To explore the underpayment of students employees
• To explore student’s survival tactics when underpaid or with no payment

The paper is organized into five chapters. The introduction lays the description and the general background of the research. The objectives of the study and the organization of the paper into different sections also explained in this section. The second chapter is based on the analysis of the existing literature concerning the student’s employment and its implication. The third chapter explores the approach used in the collection of information that is relied on in the analysis of the study. The fourth chapter entails a detailed analysis of the research results and the discussions. Lastly, the conclusion summarizes the entire research study and the results of the investigation.

Literature Review

Students Employment and Internship

Employment opportunities are critical for any college students across the country. They offer a chance to the students to develop their social skills and also become responsible members of society. Accordingly, a large proportion of undergraduates between the age of 16 and 64 years are employees across industries. Majorities are part-time employees and are active students (Swan, 2015). In 2017 a study carried out indicated that the proportion of part-time undergraduate student’s employees (81%) was more than full-time employees (43%). Employment offers the students opportunity to pay their living expenses and also for their tutorial classes. Work can also be associated with either negative or positive academic performance among the students. Student’s work and its implications have been analyzed, especially in the United States and its involvement in the economy (Richardson, Kemp, Malinen & Haultain, 2013). Evidence that student’s employment influences their academic performance is inconclusive. Research studies have shown both negative, positive implications of students’ employment on academic achievement. However, more studies have indicated a positive impact of undergraduate work during their university studies based on future salaries and the experience during their Employment (Smith, Smith, Taylor-Smith, and Fotheringham, 2019).

Economic hardship and change in lifestyles have been attributed as the primary sources of the students seeking employment opportunities across major urban areas. Unpaid internships are on the increase with organization models developed to utilize student’s labor force. Students’ employments have, over the years, increased based on the increased cost of living that has been witnessed with deteriorating economies. The majority of the internships are not paid across industries. The students are employed with promises of developing skills and experiences that will be critical during their search for employment opportunities (Hergert, 2009. The majority of the students are also promised a chance after their graduation. Unpaid employment has been one of the only strategies for the students to get the much-needed skills in their career path. Employers area cross-industries prefer experienced employees, making it a necessity for the students to prepare in advance. Students take internship opportunities as competitive advantages in the job market. However, unpaid internships are impossible for low-income families. This has led to the development of a troubling class divide between the students who can afford unpaid internships and the students who are from less privileged societies (O’Connor and Bodicoat, 2017).

Student’s employments have also raised economic severe employment questions across urban areas. Organizations have been developed with specific strategies of tapping student employment with low payments or even without pay. Employers are in the wake of offering students unpaid internships instead of paid laborers indirectly contributing to the increasing unemployment rates.  These severe economic challenges have led to the structuring of regulations that are meant to government employment standards across the countries to control the exploitation of the students by the employers (Durack, 2013).

Relationship between College Studies and Students Employment

Student’s employment has primarily focused on urban areas and its implication on the general employment policies. The evidence available on the proportion of employment levels corresponds to a small number of countries based on limited comparative evidence that very scares across. However, Quintini (2015) developed a study that was based on comparative evidence of the Survey of Adult Skills. The study focused on and documented proof that recorded a phenomenon of 23 develops countries. The study indicated that sixty to seventy percent of university students work in Anglo-Saxon and Nordic countries, while twenty to thirty students work in southern European countries. Despite a higher proportion of the students being in employment practices across the country, few research studies have been developed analyzing the relationship between university students’ employment and academic performance. The number of research studies has been modest, and the overwhelming majority of the reviews are developed on an empirical basis (Cho, 2006). Ultimately, although the research studies answer basic questions, the majority of the issues souring student’s employment have remained unanswered. Based on a theoretical perspective, there are developed arguments in favor of hypothetical negative and the positive effects of learners on academic performance. Negative implications are generated based on a zero-sum model while the time taken for studying is used for employment. However, positive effects are summarized based on the primary orientation model, where most skilled and talented students are with the ability to balance between the classwork and their employment responsibilities (Muhamad et al., 2009).

Empirical evidence elaborated by existing studies on possible effects of students’ employment is not conclusive either. In either way, it is critical to specify that all research studies have indicated impacts that are small in magnitude. Different results can be attributed to the research approaches used in the analysis of the research or the interpretation method used in the study. The effect of employment opportunities is also weighed differently in different studies (Hergert, 2009).

Students’ Motivations in Seeking Employment When the Job Opportunity is not Directly Linked to Their Career Path

Unpaid internship, student’s employment, and temporary opportunities often carried out by university and college students have been hailed as win-win situations for the employers and the student involved. Employers’ labor expenses are reduced while the learner has the opportunity to further their career skills (Weible and McClure, 2011). Significantly, internships feature prominently when it comes to the employability of the involved individual from higher education. Students with job experience are more marketable compared to the rest advancing their competitiveness in the long run. This has led in recent years increased acknowledgment of career furthering measures that entails mandatory internships before graduation. However, the importance of courses has remained a topic under discussion over the years and has raised severe considerations across the world (Lang, 2012).

There is little doubt about the importance of internships in career development.  The majority of the student’s principal objectives while undertaking internship opportunities have been based on the development of the skills. However, the right proportion also has worked to increase their earning and financial adaptability, especially for students from less privileged families (Weible and McClure, 2011). Internship career development has primarily been linked to related career paths. However, some of the students believe any job opportunity is critical in the improvement of social skills that are critical while actively in search of the job opportunity. Studies primarily related to business education and training have indicated that compared to other recruiters are more attracted to experienced trainees with graduates with minimal skills being with higher chances compared to others. Students with internship experiences have higher chances of attracting a higher salary as well as offer job satisfaction levels (Wenz & Yu, 2010).

Conclusively, internship opportunities, and employment opportunities to students offer a learning environment. However, unpaid internships provide a challenge to the employees. The opportunities nevertheless offer career growth opportunities. Employment needs among students can also be linked to financial difficulties among the students. Students’ background and gender are two significant factors that determine the level of competitiveness in an industry (Bakar et al., 2011). Male students are more likely to search for job opportunities while still in colleges compared to their female counterparts. They are more likely to take any job opportunity without any relationship with their career path. Accordingly, student’s employment from fewer privileged families is mostly on financial reasons compared to the students from well-up families. Studies also show students are likely to go for a paid opportunity that is not related to their career paths compared to unpaid internship opportunities (Hergert, 2009).

Research Methodology

This chapter elaborates on the research design. The qualitative research design was used in the study to achieve all the objectives of the study. It develops approaches to data collection used and the sample size used in the study.

Collection of data

The study is developed based on primary data and interviews from the respondents in the survey. A sample of five students was used in the study. Sample selection was made based on purposive sampling to identify the most relevant sample in the study. Participants of the study were selected based on the number of years they have been employed and the number of years they have been in the learning institution.

Ethical considerations

Participant’s privacy was assured during the research study. The respondents’ results were to remain confidential and only used for the purposes of the stated research study. The Name and the identity of the respondents remained hidden transcriptions labeled interviews 1, 2, 3, 4, and 5.

Results Analysis and Discussion

The motivation for seeking employment

Accordingly, among the five interviews, the financial shortage is ranked as the primary reason for their employee engagement. Student loan as a primary source is not enough, and job opportunity provides the much-needed resources for the utilization by the students. Secondary, job experience is classified as a critical reason that has led to students’ job seeking. Four out of the five students’ asked employment for financial purposes, while only one believed in raising skills and employability as the primary source.

Student Employment as the primary source of skills and experience

As elaborated in the literature review, student’s employment is a critical source of expertise. Three out of the five interviewees indicated employment opportunity as an ample opportunity to horn their abilities and develop their social skills. The majority also preferred to learn during their studies before their graduation as this will provide a better opportunity for their survival in the long run. Three out of the five interviewees believed there have better chances of gaining employment opportunities compared to students without employment history. The openings also provide a more informed approach in dealing with management issues and developing social skills critical that are not offered within the classrooms.

Underpayment issues among Students employees

Every employee is entitled to remuneration equivalent to their roles and responsibilities. Students in the internship programs are less paid compared to other employees. Four of the five interviewees believed payment is critical as a motivational incentive. Acquiring skills and consideration of the opportunity as a chance to gain more experience is considered as a secondary thought.  Underpayment lowers there motivation and learning.

Relationship between academic performance and students’ employment

Student employment significantly affects the academic performance of the involved individuals. Three of the five individuals believe time management is more critical in the determination of the degree of effects of employment to the student. Three of the five students believe students in higher learning institutions have more free time that should be utilized economically.

Four of the five respondents believed students would internship experiences are more competitive. Employment is seen as an option class of learning new skills and adaptability in employment life.

Conclusion

Student’s employment debates have raised various concerns over the years.  Unpaid internship, student’s employment, and temporary opportunities often carried out by university and college students have been hailed as win-win situations for the employers and the student involved. Employers’ labor expenses are reduced while the learner has the opportunity to further their career skills. Various motivations have been linked with students’ employment. Majority of the students believes employment opportunities provide a rare chance to enhance their skills in their area of study (Bhattacharya and Neelam, 2018). Graduates with intern experience are more marketable compared to fresh graduates without any knowledge. The literature has let students being actively involved in job search. Additionally, financial hardship cited as another reason that has led to student’s employment. Students from less fortunate families are more likely to search for employment opportunities to boost their living conditions (Allen, Quinn, Hollingworth, and Rose, 2013).

The exploitation of the students’ employees has also raised significant concerns across industries. Some organizations have been designed to utilize cheap labor form the students. The majority of the students in the workforce are either poorly paid or under unpaid internships that raise serious concerns among the students. These have led to emotional torture among the students and have affected their academic performance in the long run (Swan, 2015). Students develop different strategies to learn relevant skills during their internship or employment places optimally. Socialization with other employees is termed as one of the significant approaches utilized in acquiring new concepts in the learning process.  Through interaction with other employees, students are able to learn more and understand the ideas that are critical in their careers (Muhamad et al., 2009).

Students provide a better practice environment. Studies have shown recruiters have more preference for experienced graduates. An internship opportunity provides students with much-required knowledge and skills that employers require. Through developed studies, surveys are paid less compared to other employees. Surprisingly, the majority of the students’ employees play the roles of the other employees and are equally competitive. Low payment or lack of cash is considered one of the demotivating factors. However, students overcome the challenges through a search for additional working opportunities. The majority also changes their lifestyles and lives within their earnings (Curiale, 2009).

Bibliography

Allen, K., Quinn, J., Hollingworth, S. and Rose, A., 2013. Becoming employable students and ‘ideal’creative workers: exclusion and inequality in higher education work placements. British Journal of Sociology of Education, 34(3), pp.431-452.

Bakar, M.J.A., Harun, R.J., Yusof, K.N.C.K. and Tahir, I.M., 2011. Business and accounting students’ perceptions on industrial internship program. Journal of Education and Vocational Research, 1(3), pp.72-79.

Bhattacharya, S. and Neelam, N., 2018. Perceived value of internship experience: a try before you leap. Higher Education, Skills and Work-Based Learning, 8(4), pp.376-394.

Cho, M., 2006. Student perspectives on the quality of hotel management internships. Journal of Teaching in Travel & Tourism, 6(1), pp.61-76.

Curiale, J.L., 2009. America’s new glass ceiling: unpaid internships, the Fair Labor Standards Act, and the urgent need for change. Hastings LJ, 61, p.1531.

Durack, K.T., 2013. Sweating Employment: Ethical and legal issues with unpaid student internships. College Composition and Communication, pp.245-272.

Hergert, M., 2009. Student perceptions of the value of internships in business education. American Journal of Business Education (AJBE), 2(8), pp.9-14.

Lang, K.B., 2012. The Similarities and Differences between Working and Non-Working Students at a Mid-Sized American Public University. College Student Journal, 46(2).

Muhamad, R., Yahya, Y., Shahimi, S. and Mahzan, N., 2009. Undergraduate Internship Attachment in Accounting: The Interns Perspective. International education studies, 2(4), pp.49-55.

O’Connor, H. and Bodicoat, M., 2017. Exploitation or opportunity? Student perceptions of internships in enhancing employability skills. British Journal of Sociology of Education, 38(4), pp.435-449.

Quintini, G., 2015. Working and learning: A diversity of patterns. OECD Social, Employment and Migration Working Papers, No. 169.

Richardson, J.J., Kemp, S., Malinen, S. and Haultain, S.A., 2013. The academic achievement of students in a New Zealand university: Does it pay to work?. Journal of Further and Higher Education, 37(6), pp.864-882.

Rothman, M. and Sisman, R., 2016. Internship impact on career consideration among business students. Education+ training.

Smith, S., Smith, C., Taylor-Smith, E. and Fotheringham, J., 2019. Towards graduate employment: exploring student identity through a university-wide employability project. Journal of Further and Higher Education, 43(5), pp.628-640.

Swan, E., 2015. The Internship Class: Subjectivity and Inequalities—Gender, Race and Class. Handbook of Gendered careers in management: Getting in, getting on, getting out, pp. 30-43.

Weible, R. and McClure, R., 2011. An exploration of the benefits of student internships to marketing departments. Marketing Education Review, 21(3), pp.229-240.

Wenz, M. and Yu, W.C., 2010. Term-time Employment and the academic performance of undergraduates. Journal of Education Finance, pp.358-373.