Browsing by Subject "Work-school conflict"

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    Open Access
    The Antecedents of Work-School Conflict and Work-School Enrichment
    (2020) Robertson, Katelyn; Goodman, Suki
    The cost of higher education is rapidly increasing on both a global scale (Creed, French & Hood, 2015), and in the local South African context (Calitz & Fourie, 2016). This rise in costs has seen a commensurate increase in the number of university students who work, largely as a means to fund the increasing cost of their higher education (Butler, 2007; Cinamon, 2016; Owen, Kavanagh & Dollard, 2018). These working students are frequently referred to as non-traditional students in the academic literature. The psychological experiences of non-traditional students who work is a pertinent and expanding area of interest for multiple stakeholders (Owen et al., 2018). These experiences can be classified through the constructs of Work-School Conflict (WSC) and Work-School Enrichment (WSE), which refer, respectively, to the negative and positive aspects of the work-school interface (Butler, 2007). The antecedents of WSC and WSE experiences amongst nontraditional working students have to date not received any empirical attention in the South African research literature. This study aims to address this gap by contributing to the national body of knowledge in this area. The measures used were secondary self-report survey data completed by post-graduate university students who are simultaneously engaged in paid work (N=330). Multiple regression analyses indicated that time demands, job demands and social support from work explained a significant proportion of WSC; whilst job-school congruence and social support within the work context were statistically significant predictors of WSE. Moderation analyses revealed that social support at work influenced the relationship between job demands and WSC, whilst employee role saliency significantly interacted with job-school congruence to influence WSE. The results of this study are aligned to international work-school research findings, which support the additive model of job characteristics as antecedents to WSC and WSE. These results also provide deeper insight into the less explored moderation effects of work resources and demands interacting to influence WSC and WSE. Theoretical, management and educational implications of these findings are considered in relation to the existing literature.
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    Open Access
    Work-school conflict of non-traditional students: The application of a work and personal characteristics model
    (2022) Viljoen, Charissa Amadea; Goodman, Suki
    Working while studying is a popular trend around the world and the number of nontraditional students are increasing. As a result of working and studying simultaneously, workschool conflict tends to occur. There is still some debate as to which characteristics across the personal and work domains most significantly influence work-school conflict. Similarly, the extent to which social support moderates the experience of work-school conflict is unclear. In this study, secondary data was used to examine a model of work characteristics consisting of job demand, job control and working hours, as well as personal characteristics which include marital status, gender and number of dependents. Further, the effect of social support, comprising of family support, co-worker support and supervisor support as a moderator in this work- and personal characteristics model was also explored. The respondents of this study (N = 367) were from either a South African or American context and the characteristics in both contexts were explored. The analysis revealed that the proposed work- and personal characteristics model is not significant; and social support does not moderate the relationship. Furthermore, this research study found that there are different significant predictors of workschool conflict across the two distinct contexts.