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Striving for College Success: The Persistence of Students Who Work Off-Campus

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Title: Striving for College Success: The Persistence of Students Who Work Off-Campus
Language: English
Authors: Binh Chi Bui (ORCID 0000-0002-5111-4871)
Source: Innovative Higher Education. 2025 50(6):1945-1968.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 24
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: College Students, Academic Persistence, Academic Achievement, Student Employment, Predictor Variables, Longitudinal Studies, Postsecondary Education, Age, Family Income, Tuition, Fees, Institutional Characteristics, Education Work Relationship
Assessment and Survey Identifiers: Beginning Postsecondary Students Longitudinal Study
DOI: 10.1007/s10755-025-09834-9
ISSN: 0742-5627
1573-1758
Abstract: The present study examined the predictors of persistence among 2,920 U.S. four-year college students who worked off-campus between 2011 and 2014. The primary focus was "high work intensity"--defined as working more than 20 h per week--under the hypothesis that it negatively predicts persistence. Data were drawn from the 2012/2017 Beginning Postsecondary Students Longitudinal Study (BPS:12/17). Logistic regression analysis was employed to address two research questions. The study revealed several key predictors of persistence, including high work intensity, age, family income, tuition and fees, and institutional characteristics. Notably, students with high work intensity were less likely to persist through their third year, suggesting that excessive work hours may hinder academic progress. These findings offer valuable insights for higher education stakeholders to design strategies that help students balance employment and academic responsibilities. The study is among the first to focus on students working off-campus as a distinct group, underscoring that their experiences and challenges differ markedly from those of students working on-campus. It contributes to a deeper understanding of off-campus employment and informs ongoing discussions about leveraging such work as a potential high-impact practice for long-term academic success.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1496656
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Binh+Chi+Bui%22">Binh Chi Bui</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-5111-4871">0000-0002-5111-4871</externalLink>)
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: The present study examined the predictors of persistence among 2,920 U.S. four-year college students who worked off-campus between 2011 and 2014. The primary focus was "high work intensity"--defined as working more than 20 h per week--under the hypothesis that it negatively predicts persistence. Data were drawn from the 2012/2017 Beginning Postsecondary Students Longitudinal Study (BPS:12/17). Logistic regression analysis was employed to address two research questions. The study revealed several key predictors of persistence, including high work intensity, age, family income, tuition and fees, and institutional characteristics. Notably, students with high work intensity were less likely to persist through their third year, suggesting that excessive work hours may hinder academic progress. These findings offer valuable insights for higher education stakeholders to design strategies that help students balance employment and academic responsibilities. The study is among the first to focus on students working off-campus as a distinct group, underscoring that their experiences and challenges differ markedly from those of students working on-campus. It contributes to a deeper understanding of off-campus employment and informs ongoing discussions about leveraging such work as a potential high-impact practice for long-term academic success.
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        Value: 10.1007/s10755-025-09834-9
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        StartPage: 1945
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        Type: general
      – SubjectFull: Academic Persistence
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Student Employment
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      – SubjectFull: Predictor Variables
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      – SubjectFull: Longitudinal Studies
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      – SubjectFull: Postsecondary Education
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      – SubjectFull: Age
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      – SubjectFull: Family Income
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      – SubjectFull: Tuition
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      – SubjectFull: Beginning Postsecondary Students Longitudinal Study
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