Work–study facilitation and Academics

 

The successful implementation of a work-study program can lead to what Owen et al. (2018) term increased work–study facilitation. Work–study facilitation is an improvement in academics due to participation in work, and a decrease in work-study conflict-where workplace responsibilities constrain academic success. According to Ghant and Whetstone (2016), a work-study program should produce measurable and observable student learning outcomes. In addition, work-study students should (1.) exhibit improved workplace communication skills and (2.) utilize critical-thinking skills in the environment (Ghant & Whetstone, 2016). Therefore, making an addition to the second criterion concerning work academics would be prudent because if the student cannot balance work and academics, the work-study program has failed part of its original purpose (Studer, 2019; Marx & Wilson, 2020). Furthermore, federal work-study requires the student participant to attend an institution of higher education and thus be subject to that institution's academic requirements (Studer, 2019; Marx & Wilson, 2020).

Ghant and Whetstone (2016) also recommend the application of reflection sessions. During these reflection sessions, participants should focus on work competencies pertaining to their experience as federal work student participants (Ghant & Whetstone, 2016). A large amount of research suggests that work-study programs lead to improved academic success and aid in the development of professional career-related skills. Students should be encouraged to focus on the skills they learned that are transferable between academics and employment during the reflection sessions (West & Stirling, 2021; Lim et al., 2020; Zhang & Schmidt-Hertha, 2020; Owen et al., 2018; Ramos et al., 2021). Work-study programs lead to improved academic success and aid in developing professional career-related skills. 

West and Stirling (2021), Ramos et al. (2021), Scott-Clayton (2011), and Owen et al. (2018) indicate the positive impact of work-study on academics. Ramos et al. (2021) denoted improved academics of work-study students compared to non-working peers. West and Stirling (2021) revealed the greater work-study students' appreciation for their academic studies during and after work-study participation. The results of West & Stirling (2021) and Ramos et al.'s (2021) studies are further evidence of Owen et al.'s (2018) view that compared to students with low work–study facilitation, students with increased levels of work-study facilitation have higher satisfaction in their academics studies (Owen et al., 2018). These students also have more satisfactory attendance and greater academic success (Owen et al., 2018).