Date: 2014
Type: Article
Does working during higher education affect students' academic progression?
Economics of education review, 2014, Vol. 41, pp. 1-13
TRIVENTI, Moris, Does working during higher education affect students' academic progression?, Economics of education review, 2014, Vol. 41, pp. 1-13
- https://hdl.handle.net/1814/34021
Retrieved from Cadmus, EUI Research Repository
This paper examines the effect of working during higher education on academic progression, in terms of number of credits acquired by first-year university students in Italy. We discuss different contrasting hypotheses on the role of employment during university on academic outcomes: the zero-sum perspective, the reconciliation thesis, the positive and the negative selection to work hypotheses. In the empirical part we analyze data from the Eurostudent survey, which collected data on a representative sample of university students who were enrolled in the academic year 2002/03, after the implementation of the 'Bologna Process'. We use a negative binomial regression model considering work experience as an endogenous multinomial treatment. Results indicate that, conditional on observed covariates (socio-demographic variables, school-related and university-related variables), there is a positive self-selection into employment, especially for low-intensity work. Traditional multivariate regressions show a penalty in academic progression only for high-intensity workers, but once accounted for unobserved heterogeneity also the low-intensity work experience appears to negatively affect academic progression.
Cadmus permanent link: https://hdl.handle.net/1814/34021
Full-text via DOI: 10.1016/j.econedurev.2014.03.006
ISSN: 0272-7757; 1873-7382
Publisher: Pergamon Press
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