Students report that their time management is stretched thin as they juggle studies with part time or occasional work much more than their parents did when they were in school. This shift was highlighted in a SuperJob survey, the findings of which were summarized by socialbites.ca, pointing to a broader pattern across higher education that has become a talking point for universities, employers, and policymakers alike. The message from students is clear: earning while learning is not just an occasional option but a frequent reality in today’s academic life. The reasons are practical—financial pressures, the need to gain real-world experience, and the increasingly competitive job market that rewards demonstrated capability alongside academic credentials. In many programs, work interrupts study less than it used to, but the overall balance remains a constant negotiation for students who want to minimize debt, build transferable skills, and maintain a competitive edge after graduation.
Among full‑time university students, 86% express confidence that work is a part of the student experience. This信 conviction splits into nuanced beliefs: 46% think work should align with their area of study, leveraging academic learning into practical application. Meanwhile, 40% feel free to pursue a job in any field where they can be hired, provided they can bring value despite not having prior experience in that specific domain. These attitudes reflect a blend of goal-oriented planning and pragmatic flexibility. Students若 often view employment as a bridge between classroom theory and real world tasks, a way to test hypotheses about their future careers and to build networks that could prove crucial after graduation. Employers, for their part, increasingly value adaptable, work-ready graduates who can contribute from day one, even if their duties extend beyond a single major or specialization.
Parents of students and applicants show a noticeably more cautious stance toward working while studying. About half of the parents surveyed—51%—believe that students should seek work alongside their studies, but with careful alignment to time demands and academic priorities. When work is necessary, parents tend to prioritize positions that fit within the family’s professional ecosystem or within a known field where expertise is valued. This inclination often reflects a long‑term view, as parents consider how early work choices can influence career trajectories, professional networks, and future stability. The dynamic suggests that families, universities, and local employers are part of a broader ecosystem in which financial support, mentorship, and hands-on experience intersect to shape a student’s path toward skilled employment after graduation.
The sentiment among those who completed university studies in a full‑time format is the most reserved of the group. Only 46% of these graduates remain supportive of the idea that work should be pursued during full‑time study. Yet the landscape has shifted over the past year: whereas the same cohort previously held more flexible views about whether employment would be in their field or in any field, there is now a clear bias toward pursuing roles within their chosen specialization. This evolution hints at growing confidence in the value of discipline-specific experience, as well as a recognition that focused early career steps can improve employability. For universities, this trend underscores the importance of offering structured work-integral programs, co‑op opportunities, and industry partnerships that help students translate classroom knowledge into market-ready skills while maintaining academic momentum.
Despite the varied opinions across groups, one consistent theme emerges: work during studies can be a meaningful component of higher education, provided it is managed thoughtfully. The conversation often centers on balancing schedule demands, safeguarding study progress, and ensuring that employment experiences contribute to a student’s long‑term goals. Advisors, career centers, and employers are increasingly coordinating to design opportunities that offer flexible hours, relevant training, and clear pathways to internships or first roles after graduation. For students, this means choosing roles that build transferable competencies—problem solving, teamwork, communication, and project management—while keeping sight of academic responsibilities. For families, it means supporting student autonomy and resilience without compromising educational outcomes. Collectively, these dynamics shape a modern view of work and study as interconnected rather than sequential, a perspective that is poised to influence policies, campus offerings, and the expectations of the job market in the years ahead.