Employer's Social Mobility Alliance

The majority of students now undertake some form of part-time work during term-time, but for students from lower socio-economic backgrounds, the financial pressure to do so can be greater. This pressure can deter some students from undertaking internships and more relevant work experience. Research indicates that students who undertook paid work during term-time were more likely to come from lower socio-economic backgrounds and be studying at less selective universities.1

There is some evidence to suggest a correlation between term-time work and attainment in higher education that may impact on students’ entry into the labour market, particularly for those who are interested in firms that attach a premium to class of degree. A study based on data from 1000 students in six universities in the UK found that irrespective of the type of university attended, term-time working had a negative effect on students’ final year marks and overall degree results after controlling for academic attainment prior to entry.2 The more students worked, the more negative the effect. As students from lower socio-economic backgrounds are the most likely to be working longer hours, their attainment is most likely to be diminished by the pressures of earning money.

The evidence is mixed with regard to the influence of term-time working on student participation in extra-curricular activities and relevant work experience. But it is clear that economic constraints (influencing attainment and the accrual of experiences valued by employers) need to be considered alongside more values-based approaches to decision-making. One study found that students from lower socio-economic backgrounds chose not to participate in extra-curricular activities and other career-focused opportunities because of their beliefs and values.3 They were not participating in extra-curricular activities because they were unaware that graduate employers valued this type of experience. This reinforces the idea (also explored in the section on extra-curricular activities and work experience) that students from lower socio-economic background are more unfamiliar with the ‘rules of the game’.