work study conflict

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WORK-STUDY CONFLICT

1

2011

Group Members:

Aisha Yousuf

Humaira Altaf

Sheheryar Munawar Siddiqui

Submitted to: Ms. Nyla Ansari

Human Resource Management

WORK-STUDY CONFLICT


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2WORK-STUDY CONFLICT

2011

Acknowledgement

We would formostly like to thank Almighty Allah for aiding us in seeing through the completion

of the term project.

The preperation of the research report is a sound example of team work. The experience is a

valuable one because it allowed us to experience theoratical knowledge from a practical

platform. By incorporating theory with practice, we have enhanced our understanding of

important concepts and implications of the same. The experience has in this manner equipped us

to face the real researching challenges in the real world, and geared us to think for real solutions

which suit the complex environment we live in.

This understanding and learning however, would not have been possible without our course

instructor, Ms. Nyla Aleem Ansari. Therefore, we present our deepest appreciation towards her,

for being a continuous source of guidance and always being there to answer our questions.


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Contents

Abstract ........................................................................................................................................... 4

Introduction .................................................................................................................................... 5

Literature Review ............................................................................................................................ 9

Problem Statement ....................................................................................................................... 14

Research Question ........................................................................................................................ 14

Research Objective ....................................................................................................................... 14

Hypothesis..................................................................................................................................... 14

Research Methodology ................................................................................................................. 15

Sample ........................................................................................................................................... 15

Analysis ......................................................................................................................................... 16

Results ........................................................................................................................................... 17

Discussion...................................................................................................................................... 21

Conclusion ..................................................................................................................................... 23

Recommendations ........................................................................................................................ 24

Further Avenues of Research ........................................................................................................ 25

Limitations..................................................................................................................................... 26

Appendix ....................................................................................................................................... 27

Bibliography ..................................................................................... Error! Bookmark not defined.


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Abstract

Engagement in further studies during their full time jobs has increased in Pakistan in recent

years. The increasing prevalence of work-life conflicts and concerns about work-life balance in

the corporate arena present both a challenge and opportunity for human resource professionals.

There is a need for organizations to adopt human resource strategies and policies that contain the

work-life needs of a diverse work force in the current business environment. This report will

attempt to define this phenomenon and understand the problems faced in Pakistani culture. For

this purpose a research was conducted with a sample of 37 students who worked full time. The

findings indicated a positive correlation between time scarcity and work-study conflict and a

negative correlation between employer support and work-study conflict. Adequate solutions are

then suggested that will help organizations embrace a work-life culture.


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Introduction

For many years, full-time students have sought part-time employment to support themselves or

to supplement other income. The interest in the amount of full-time students part-time work has

recently increased in a number of contexts including growing interest in the nature, quality and

relevance of on-campus university experience. For young people, the relatively straightforward

connection between completing education and entering the workforce has changed. Completing

the years of compulsory schooling or post-secondary education is no longer the almost universal

ticket to a job it used to be under conditions of full employment. Some undergraduate degrees do

not ensure entry into a desired career in the way they used to.

Work-study conflict is concerned with juggling the demands of study and work, making

decisions about priorities and fitting work and study schedules together, difficulties of balancing

study and work schedules, time spent travelling to and from work can be a very important factor

in balancing study and work commitments, also the staff find themselves in the uncomfortable

position of making compromises in timetabling, assessment, and their expectations and

standards; perhaps to be fair to students who say they have no choice but to work, or to

accommodate students who say they need to work to secure employment on completion of their

degree. Also the quality of the students educational experience is seriously diminished when

their work takes priority over their university activities.

In recent years, the cost of financing an education has increased to such an extent that combining

work and study is a necessity for many students. Further, when paid work is related to students

vocational coursework, it may be particularly beneficial as an aid to academic knowledge and

career prospects. However, semester-time paid work can also have a detrimental impact upon

students and their study. Working long hours can be particularly damaging to student s academic

activities. Rolfe (2002) reports that UK academics believe the excessive and unsocial hours of

part-time work sometimes lead to tiredness and depression among students. University students

are a high-risk group for burnout. Burnout is associated with numerous stressors, including long

hours engaged in work, concern about academic grades, uncertainty about the future, low levels

of control, less satisfaction with the balance between personal and professional life and low


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levels of support from peers and friends. The conflict between ones work role and other life

roles is an important aspect of the relationship between work and non-work life.

Work-study balance is a major issue in Pakistan too. Students who are working full time do not

get the financial support from their employers, apart from attending their classes at university

they have to work for six days a week with late sittings, this is very common for both males and

females. Also no one cares at work that their employees are actually working hard and studying

at the same time. Due to the time and geographic constraints the research conducted to find the

issues of work-life balance is confined only to Institute of Business Administration (City

Campus), Karachi.

Institute of Business Administration, Karachi

In spite of a rapid increase in the number of business schools, the IBA has maintained its position

as the premier institution of higher learning in the field of management and business

administration. IBA initially offered MBA program only for day scholars. In 1957, an evening

program was started to cater the needs of the numerous working executives and managers who

were interested in furthering their careers through part-time business studies. The Center for

Executive Education offers Executive MBA programs for mid-level public sector, non-profit

sector and private sector executives, organizes customized courses for the corporate clients and

holds short courses on emerging issues and themes for those engaged in business. IBA isexploring collaborative partnerships, alliances and exchange programs with the top business

schools. Generous financial supports from HEC, foundations, private sector have been obtained

to implement this plan in the next five years. IBA has recently become the first institution in

Pakistan to become partner of CFA Institute, SAP University alliance and other such ventures.

Seeking accreditation to the Asian, European and U.S bodies are part of the plan. The

management is seeking other avenues of collaboration with the Universities and B-schools in

Asia.

Executive MBABanking & Financial Services

EMBA BFS is a unique and high value learning program, exclusively designed for the in-service

professionals of the banks, Financial Services Industry and relevant services. It is aimed at


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providing the participants, exposure to modern banking, concepts and techniques and to equip

them with the knowledge, expertise and understanding vital to handle the emerging challenges.

This program has been developed in consultation with bankers, financial services professionals,

leading experts and the senior faculty members of the IBA and is approved by the Academic

board and the Board of Governors of the Institute. Aimed at developing future leaders of the

Financial Services Industry (FSI), it is a comprehensive program covering key areas of Business

Administration, Banking and Financial Services. Prominent & successful leaders of Banking &

Financial Services industry are invited to share their experiences with the participants.

Executive MBAPublic Sector Executives Program

The participants in this program are senior and mid-career executives from:

SUPARCO Central Board of Revenue NADRA National Accountability Bureau Pakistan Army Pakistan Air Force Pakistan Navy National Highways Authority Air Weapon Complex Pakistan Coast Guards Civil Aviation Authority National Logistics Cell Government of Sindh Ministry of Engineering Ministry of Labor Karachi Shipyard & Engineering Works


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Executive MBAFor Corporate Managers

In 2009, IBA offered Executive MBA for corporate managers, a flagship product carrying value

propositions through courses conducted over the weekends. This unique program aims at

equipping the participants with the tools and knowledge to develop their entrepreneurial and

leadership skills, enabling them to become banking leaders ready to face diverse challenges of

the banking world. The program is specifically designed for mid-career managers, and it

emphasizes on their personal development, enhanced productivity and strategic thinking.


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Literature Review

People opt for even more higher education along with work so that they can better enhance their

skills and get higher levels of jobs along with higher pay. This is done to adjust with the labour

market and to have a secure job. Such kind of specialization gives the competitive advantage to

the employee in order to get better career opportunities. Specialization in majors not only

reduces ambiguity in unexpected labour demand but also results in higher premiums and salaries.

Some people also switch fields of study in order to diversify their profiles and follow the

changing trends of employment. Such a kind of decision may turn out to be very risky in case if a

person could not complete the specialization that will be a loss of resources not only this one has

to keep up with both work and education. (Varga)1

Employers also support higher education in organizations. In UK employers provide course fee

and other expenses for the employees studies. Employees are also given study leaves so that

they can better concentrate on their studies. Employers support for education proves to be a very

motivating factor to get higher education and thus results in increased commitment. Most

employers support for the work related education in order to retain the employees permanently

and if in case they intend to leave before predetermined time limit employees are asked to pay

back the fees. Another key finding of the article was that such kind of work study combination

leads to very high demanding responsibilities and tasks. Employers also increase pays with the

increase in education. Due to the added expenses the first choice of employers is to increase

employee development through training or short courses but in most cases they do prefer full

specialization courses depending upon their need and employee potential and services. This kind

of support provision for employees is for their personal development and for their long-term

retention. (Employer Perspectives on Part-time Students in UK Higher Education, 2011) .

As per the separation model, employers act as if workers' non-work worlds do not exist. The

focus is on fulfilling work responsibilities and such employers take the employees' non-work

lives as solely the concern of the employees themselves. There is a total disregard for non-work

concerns on the part of the employer. However, under the integration model, employers treat

work and non-work worlds of employees to be related worlds that affect one another, and act to

reduce the gap between them in an effort to help employees manage their multiple domains. The

1http://iweb.cerge-ei.cz/pdf/gdn/RRCV_15_paper_02.pdf


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employer takes control and assumes responsibility for aspects of employees' non-work lives in

addition to their work lives. The respect model on the other hand implies that the employer

acknowledges and values the non-work participation of employees and is committed to

supporting it. Employers provide resources to employees to fulfill non-work responsibilities and

do not essentially take charge of their responsibilities resulting in boundary flexibility between

work and non-work domains and mutuality of interests (Kirchmeyer, 1995).

In the same survey employees also reported that that part time study along with employment

leads to greater skill, experience and managerial expertise then full time study. Due to added

advantages of higher education after graduation employees had very positive attitudes towards

part time study along with work despite of the increased burn outs and stress levels. Most of the

surveyed employees reported that employer requirement and encouragement were the major

drivers of their choice of further part time study. (Employer Perspectives on Part-time Students

in UK Higher Education, 2011).

According to Australian survey social and economic factors are the major drivers of work and

study combination. Its very hard for the employees to cope up with work and study together. In

such cases people generally become one sided either they focus on their study or on their jobs.

Many of them reported that their stress level highly increased. They also reported that even if

they take time for study they cant concentrate properly because of the job and money pressure.

Despite of all of these factors coping with simultaneous work and study is not a difficult task for

those who are highly committed and organize their time and efforts well. This was evident as

major percentage of their sample did not

Missed lectures or compromised on their studies and the reason they gave was that they were

well organized and they were better able to focus on work and study together. On the other hand

those who were not well organized were not able to concentrate on anything either study orwork. Rest who missed lectures or did flexible studies were the ones who could get their desired

notes and material online or through some other source. The most complex problem mentioned

was that even if the employees would properly concentrate on studies but even then they cant

say no to their employers when they were called. (Hartley).


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According to the Hellens research paper work study conflict is not just because of time

management. There are many underlying psychological factors as well. There is a high degree of

burnout found in people working and studying together which hinder their performance at both

the places work as well as study. The article suggests that due to the pressure of work people

tend to pay less attention to their study. They are merely considered about their pay and work.

There is a high need of employers support for education. Even is the people are not required to

devote greater time to any of these they fall victim to burnouts due to the mental torture. This

burnout can be from many other reasons such as fear of falling grades or failure, uncertainty

about future, lack of control and lack of support from peers and family members. Research

suggests that burnout is predicted by long hours, subjective overload (the feeling of having too

much to do in the time available) and the requirement to fulfill the demands of conflicting roles.

Such people are emotionally exhausted and cynical about their study and have low levels of

personal efficacy. This is important as it causes health problems and may reduce turnover.

(Lingard, 2007 )

Work-life balance is now a greatly researched area of interest. Work-life balance has always

been a concern of those interested in the quality of working life and its relation to a broader

quality of life. It is believed that balancing a successful career with a satisfied family life can be

challenging (Broers, 2005). Work-life balance is about effectively managing the juggling act

between paid work and all other activities that are important to people such as family,

community activities, voluntary work, personal development and leisure and recreation (Dundas,

2008). The ability to balance between workplaces needs and personal lifes needs is perceived

as an important issue among workers globally and academics in higher education institutions are

not excluded (Mohd Noor, 2009). Work-life balance has significant consequences for employee

attitudes towards their organizations as well as for the lives of employees (Scholarios, 2004).

Thus, employees who experience high work-life balance are those who exhibit similar

investment of time and commitment, to work and non-work domains (Virick, 2007). Improving

an organizations work-life balance, leads not only to greater productivity but to greater company

loyalty and low intention to leave the organization (Moore, 2007). Though work-life balance was

initially interpreted as the concern for working mothers, it has been recognized as a vital issue

for all classes of employees (Bird, 2006).


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Thompson has classified the work-life initiatives as time-based strategies, information-based

strategies, money-based strategies, direct services and culture-change services. Time-based

strategies include programs or policies like flexi time, compressed work weeks, compulsory

power-offs, job sharing, part-time work, leave for new parents, phased return to work following

childbirth, telecommuting, compulsory vacations and breaks and so on. Information-based

strategies refer to programs or policies on intranet resources on work-life balance, resource and

referral service, relocation assistance, dependent care resources, work-life brochure and so on.

Examples ofmoney-based strategies are vouchers or subsidy for childcare, flexible spending

accounts, adoption assistance, discounts for childcare tuition, leave with pay and so on. Direct

services are those programs or policies like on-site or near-site dependent care, emergency back-

up care, lactation rooms and support, help line, concierge services, after-school and school

holiday activities and so on. Culture-change services include programs or policies like training

for managers and supervisors to help employees deal with work-life conflicts. Pro-work-life

balance culture initiatives include family-friendly policies, inclusive atmosphere, supervisor

support, work-life education inputs like workshops or seminars on work-life issues, counseling,

Wellness programs, and fitness initiatives and so on (Thompson, 2002).

Osterman identified three main reasons why organizations provide family-friendly practices:

practical responses, links to internal labor markets, and high commitment work systems

(Osterman, 1995). Adoption of family-friendly practices was best explained by organizational

adaptation, a combination of institutional pressures as well as competitive forces, local and

technological factors, situational conditions, and managerial values, knowledge, and perceptions

regarding work and family programs (Wood S J, 2003). The benefits of work-life balance

initiatives, for employers, are better talent attraction, enhanced productivity, better talent

engagement, reduced work stress, reduced absenteeism, reduced costs, better motivation,

employer branding, talent retention and efficient work practices (Department of Labor, 2003)

A case study conducted by Janet Lowe and Vernon Gayle from University of Stirling, UK,

explored the work/life/study balance among the higher education students, studying both full

time and part time, in a Scottish further education college. The majority of the students in this

case study combined study with work and/or family commitments and the normal working


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week was of 5971 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 (Janet Lowe, August 2007).


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Problem Statement

Higher education after graduation has become very necessary to get higher level jobs. These

degrees count to specialization. The cost of these degrees is very high. Also job after graduation

is also necessary. So many people opt to work and study together. But it is very hard to manage

both together. There can be many factors leading to this conflict.

Research Question

The objective of this research is to identify the factors that cause work-study conflict and

factors that can reduce work study conflict.

Research Objective

Following are the objectives of this research:

1. Weather work-study conflict exists?2. What factors positively relate to work Study Conflict?3. What factors are negatively related to work study conflict?

Hypothesis

Initially a general discussion was done with the employees who studying. The combination of

this desk research and literature review highlighted three major factors which were time scarcity,

employer support and promotion. Following hypothesis was developed.

1. Time scarcity is positively related to work-study conflict.2. Employer support is negatively related to work-study conflict.3. Promotion with higher education is negatively related to work-study conflict.


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Research Methodology

First a desk research was done where general conversation was done with the people who are

studying and working together. A literature review was done where the previous researches

were analyzed. Then finally survey questionnaires were distributed among the participants. 40

questionnaires were distributed however 37 were received.

Sample

A sample of 40 participants was chosen. All of them were taking specialization courses at IBA.

Majority of them were doing MBA. Few of them were MS students. It was made sure that all the

participants were working. Majority of the participants were employees at banks like UBL and

Standard Charted. The sample was restricted to IBA as the curriculum design and grading system

and other protocols were consistent. This is how all participants were on common ground.

Figure 1 Concentration of Participants

Concentration of Participants

BBA

EMBA

Ms. Economics


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Analysis

The questionnaire was a close ended questionnaire. Half of the questions require one word

answer like time employees got off or number of work holidays. The second half of the

questionnaire was divided in four sets. One set of three questions determined the existence of

work-study conflict. Second set determined the time scarcity. Third set determined the existence

of employer support. Fourth set determined the participants expectation for promotion.

In most of the questions the options were given as Agree=3, Neutral=2, Disagree=1. There were

questions in which options were Yes=3 and No=1. This was done as the questions were such that

only these two responses possible. Participants were directed to give numeric response. Like

Agree=3 and etc.

Responses of each participant of each set that is Work-study Conflict=C Time Scarcity=T,

Promotion=P and Employer Support=S were separately observed then there average was taken.

All the Data was entered in SPSS. Multiple correlation was run among the variable and the cross

correlation among all four of the variables was observed.

Simple Moving averages and standard deviations was observed for the one word answers like no

of work holidays, number of classes per week etc.


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Results

As per the analysis following results were obtained:

1. Correlation between time scarcity and work-study conflict is positive. The hypothesis iscorrect.

2. Correlation between employer support and work-study conflict is negative. Therefore thehypothesis is correct.

3. The correlation between promotion and conflict is negative this means that the hypothesisis proved to be true

4. The average working days were reported to be 55. Number classes per week were reported to be 56. Average days that participants had to institute in a week were 47. Average work holidays were reported to be 18. Average hours per week spent on studies were reported to be 79. Average time that people get off was reported to be 6


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Descriptive Statistics

Mean

Std.

Deviation N

T 1.97 .499 37

C 2.11 .699 37

S 2.24 .435 37

P 2.03 1.013 37

Correlations

T C S P

T Pearson

Correlation

1 .088 .159 .166

Sig. (2-tailed) .603 .347 .326

N 37 37 37 37

C Pearson

Correlation

.088 1 -.180 -.161

Sig. (2-tailed) .603 .285 .341

N 37 37 37 37

S Pearson

Correlation

.159 -.180 1 -.204

Sig. (2-tailed) .347 .285 .225

N 37 37 37 37

P Pearson

Correlation

.166 -.161 -.204 1

Sig. (2-tailed) .326 .341 .225

N 37 37 37 37


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Figure 2 Graph of responses

Coinciding Questions with respect to graph

1 Are you made to do late sittings despite the fact your employer knows you are a student?

2 Do you get Saturdays off?

3 Are you called on weekends/holidays for work?

4 Do you get off by 6:00 p.m. that is the regular time?

5 Does your employer know that you are studying?

6 Is your employer financially supporting your studies?

7 Are you expecting a promotion at your job with this degree?

8 Do you get study leaves?

9 Are you given any flexibility by your employer for your studies?

10 Do you have to compromise on your study because of your work?

11 Do you find it hard to manage study with work?

12 Have you ever found your grades being affected due to work?

0

5

10

15

20

25

30

35

40

1 2 3 4 5 6 7 8 9 10 11 12

Agree

Neutral

DisAgree


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Averages

Average 3.13 5

5.16216

2

3.64864

9

1.567567

6

7.10810

8 6:01

Standard

Deviation

0.25733

6

0.76817

3

2.59822

1

1.25202

5

0.554804

3

5.21234

5

0.04027

8

Question Q.5 Q.6 Q.7 Q.8 Q.9 Q.10 Q.11

Coinciding Questions:

1 Degree:

2 Semester:3 Institute:

4 Name of Employer or Business:

5 CGPA/Grade

6 How many working days do you have in a week?

7 How many classes do you have in a week?

8 How many days you go to the institute in a week?

9 How many work holidays do you have in a week?

10 How many hours do you give to your studies in week?

11 At what time do you get off on average?

12

Is this degree made compulsory by your employer or it was your own choice to continue

higher education?


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Discussion

If we were to interpret the positive correlation its the negative relationship between time

available and the work study conflict. The questions were negative in nature and agreement to

such questions represents an agreement to a negative response therefore the relationship is

negative. Its higher the time available for study lower is going to be the work study conflict.

This is evident because the average work holiday was reported to be 1. The highest time that

people got leave from office was 8:00 pm. Majority of the people disagreed that they get study

leaves. This time scarcity is evident as employees in Pakistan do not get Saturdays off generally

and also they dont really get off at 6:00 pm.

The correlation between the employer support and work study conflict is negative. This means

that higher the employer support the lower is going to be the conflict. Most of the participants

disagreed that they get financial support from the employer for the studies. However half of the

people agreed that they get flexibility in work because of studies.

Third hypothesis was also true that that there is a negative correlation in promotion and work-

study conflict. Despite of this majority of the participants reported that they are not expecting a

promotion with the higher degree, although it is a rule in most of the organizations that when an

employee succeeds with the education he gets a promotion either in salary or in designation.

Another interesting feature was higher education was not even made compulsory by the

employer they were studying on their own choice.

Regarding the questions that were reflecting the work-study conflict the results were skewed to

neutral. They were asked that if they compromised their studies for work most of the participants

reported neutral.


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When participants were asked if they were able to manage their studies with work majority of

them reported neutral but many of them also that they were able to manage their studies with

work. When employees were asked that if they have found their grades falling due to work

majority of them either agreed or they reported neutral. In three of the cases the work study

conflict was evident as the disagreement was very low for these questions.

The participants were asked about their timings of the work and the classes in order to check

availability of time for them also to check how well they manage their time. Although the

average time employees got off was reported to be 6:00 pm but the highest time reported was

8:00 pm and most of them reported as 7:00 pm. But the time wastage during traveling which is a

very big hurdle in Pakistan cannot be neglected. Participants were also asked about how many

days they have to go to institute in a week and the average of days were reported to be 4 and the

average number of classes per week was reported to be 5. This amount is higher considering the

fact that in IBA the culture of extra classes and extended classes is very high which many cause a

lot of disturbance in work- study management.

Average hours spent on studies were reported to be 7 per week. Which is a very less amount and

it nearly becomes the cumulative time of the classes. This means that no extra time to studies is

given where as IBA is a institute where the major weight age is for report and assignments.

All the participants said that they were studying because of their own choice which could be a

major factor of undermining work-study conflict. This could be the reason where the neutral

response was observed for the existence of work-study conflict.


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Conclusion

Work-study conflict always exist as both are supposed to be done simultaneously. Work-study

conflict is positively related to scarcity of time as higher time taken up by work lower it will be

spent on studies. The work-study conflict is negatively related to employer support as higher the

employer is going to support studies either financially or through flexibility lower will be the

conflict. As many times the conflict arises due to employers indifference. The work study

conflict is negatively related to promotion as higher the promotion is given the higher will be the

motivation for higher studies.


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Recommendations

1. In depth studies should be done for work-study conflict as its a prevalent issue.2. Employees should be given proper support by employers for further studies.3. Employees should be given a chance to make their own career development plan so that

they can adjust their work and study properly.

4. Institutes should also support students who are working so that the course design shouldnot only be flexible just to adjust with the timings. The course design should be such

which could ensure the learning and development of students.

5. Such students should be given leverage to design the curriculum on their own where theycould specifically choose courses which are very much relevant to their career

development.

6. Working students should always carry a diary or enter information onto an e-diary so thatthey know what course work dates are and when assignment hand in dates are etc. This

will help them to keep track of deadlines.

7. If a student is struggling, he/she should seek advice and support as early as he/she canfrom his/her course instructor. Often coursework deadlines can be extended in

exceptional circumstances.

8. Working students should not forget to give themselves time to unwind and relax afterwork or study.


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Further Avenues of Research

Following other things can be studied with this research and for this subject.

1. There are several other factors that can be studied for this concept work-study conflict.Such as what can be the optimal course structure for such students which couldmaximize learning and minimize the conflict.

2. Can online tuitions can reduce the work-study conflict.3. Can telecommuting that is work from home through telecommunication reduce the work

study conflict.

4. Can proper work life balance reduce the work study conflict?5. What role does family support play in work study conflict?6. What role does personal motivation play in work study conflict?

Can health, proper studying conditions and proper working conditions play any role in reduction

of work-study conflict?


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Limitations

There are a number of limitations in this study worthy of improvement and future study:

Lack of secondary data

Though previous researches exist on the topic chosen, these researches are general or arecountry specific due to which work-life balance in Pakistani employees lives cannot

accurately be depicted.

Insignificant to negligent statistical data is available highlighting the factors contributingto the problems of work-life balance especially in Pakistan.

Target population and sample size

The sample size is too small and may not accurately represent the problems faced by theidentified target population.

Research was confined to Institute of Business Administration Karachi.Time

The research is time constrained because of the set deadlines for the research- which is amandatory course requirement spread over only one semester.

Resources

We are just three members conducting the research - which even after narrowing isextensive!


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Appendix

Questionnaire:

Questions requiring one word answer:

Degree:

Semester:

Institute:

Name of Employer or Business:

CGPA/Grade

How many working days do you have in a week?How many classes do you have in a week?

How many days you go to the institute in a week?

How many work holidays do you have in a week?

How many hours do you give to your studies in week?

At what time do you get off on average?

Is this degree made compulsory by your employer or it was your own choice to continue

higher education?


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Close Ended Questions:

Time Scarcity:

Are you made to do late sittings despite the fact your employer knows you are a student? Yes N

Do you get Saturdays off? Yes N

Are you called on weekends/holidays for work? Yes N

Do you get off by 6:00 p.m. that is the regular time? Yes N

Do you get study leaves? Yes N

Employer Support:

Does your employer know that you are studying? Yes N

Is your employer financially supporting your studies? Yes N

Are you given any flexibility by your employer for your studies? 1 2 3

Promotion Yes N

Are you expecting a promotion at your job with this degree? Yes N

Work-stiudy Conflict

Do you have to compromise on your study because of your work? 1 2 3

Do you find it hard to manage study with work? 1 2 3

Have you ever found your grades being affected due to work? 1 2 3


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