| Abstract [eng] |
The purpose of this thesis is to describe how the marketisation of higher education is manifested, and to investigate the influence of the factors associated with the marketisation of higher education on the choices of Vilnius University students to combine studies and work. It is assumed that the marketisation of higher education, the changing role of the student-employee and Lithuania’s development path as a post-Soviet country influence students’ decision to work long hours (i.e., spend 20 hours a week and more in paid employment during learning periods). The experiences of Vilnius University students who work long hours and the attitudes of lecturers and students on combining work and studies are analysed. The qualitative study is supplemented by the results of the Eurostudent VII (2018-2021) survey of students in the European higher education area. Based on semi-structured in-depth interviews and analysis of secondary statistical data, the factors that encourage Vilnius University students to work long hours are investigated. It is argued that students’ decision to work is determined not only by financial reasons and the desire to gain experience in the labour market, but also by phenomena associated with the marketisation of higher education, such as low study demands and lack of motivation to learn due to unfulfilled expectations for their study programme. The economic, social and cultural context of Lithuania may also contribute to the students’ decision to work long hours, namely the relatively low income of the population, the perception of economic security and work as a value, the low levels of social assistance for students, and the employers’ preference for mid-skilled flexible workforce. It is assumed that the adaptation of the university administration and teachers to the needs of working students can lead to the lowering of academic standards and the formation of a passive student-teacher relationship. Although working for long hours does not necessarily lead to a decrease in students’ grades, it takes away a significant part of their time from studies and leisure, as well as reduces their opportunities to actively engage in the study process and get involved in the university community. Strategies for combining studies and work vary between study fields and levels – it is argued that the high study demands in some study programmes may discourage some potential students from lower socioeconomic status from enrolling in such programmes due to the lack of opportunities to support oneself while working. Finally, measures that, according to the students and lecturers who participated in the study, could help solve the issues related to combining studies and work, are discussed. A broader discussion of various stakeholder groups is proposed, which would allow choosing the further direction of higher education policy in Lithuania. |
