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ERIC Number: EJ771237
Record Type: Journal
Publication Date: 2007-Aug
Pages: 14
Abstractor: Author
ISSN: ISSN-0309-877X
Exploring the Work/Life/Study Balance: The Experience of Higher Education Students in a Scottish Further Education College
Lowe, Janet; Gayle, Vernon
Journal of Further and Higher Education, v31 n3 p225-238 Aug 2007
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. (Contains 7 tables and 10 notes.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Scotland)