INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025  
Key Determinants of Work–Study Balance among Higher Education  
Students; a Case Study of Weekend Course Students at ATI  
Gampaha  
N. D. Gunasekara., A. V. L. Chandima  
Sri Lanka Institute of Advanced Technological Education  
DOI: https://dx.doi.org/10.47772/IJRISS.2025.910000665  
Received: 26 October 2025; Accepted: 04 November 2025; Published: 20 November 2025  
ABSTRACT  
Adults pursuing education often face the challenge of balancing both work and study. This study centers on week  
end course students pursuing the Higher National Diploma in Accountancy (HNDA) and the Higher National  
Diploma in Information Technology (HNDIT) at the Advanced Technological Institute, Gampaha.This research  
explores both the advantages and challenges of balancing work and study. It aims to gain insights into the dual  
roles of student and employee, focusing on how individuals manage their commitments effectively. The survey  
reveals that students see flexible work-study programs as the most helpful support for balancing work and  
studies, followed by counseling and financial aid. While most students would still choose part-time work, they  
acknowledge the significant stress it adds. Overall, balancing work and studies is tough but rewarding, with  
students recognizing the need for strong time management and support systems. The findings of this study can  
assist educators, policymakers, and institutional support teams in providing enhanced assistance to students  
juggling work and studies.  
Keywords: Work-Study Balance, Higher Education, work full time, study part time, Determinants  
INTRODUCTION  
Adults pursuing education often face the challenge of balancing both work and study. Some choose to study full-  
time while taking on part-time jobs, such as those pursuing doctorates, while others work full-time and study  
part-time—often those who were unable to complete their education after school. The motivations for this  
approach vary: some seek further education to overcome financial challenges, others pursue studies for career  
advancement, and some do so simply out of personal interest. Regardless of the reason, managing studies, work,  
and personal life is undeniably a challenging task. These dual responsibilities can lead to several challenges,  
such as exhaustion, increased stress, and occasional feelings of homesickness, as professional obligations often  
encroach on time meant for academic pursuits and social engagements.  
Background  
This study centers on week end course students pursuing the Higher National Diploma in Accountancy (HNDA)  
and the Higher National Diploma in Information Technology (HNDIT) at the Advanced Technological Institute,  
Gampaha. These students are employed during weekdays and attend lectures on weekends. This research  
explores both the advantages and challenges of balancing work and study. It aims to gain insights into the dual  
roles of student and employee, focusing on how individuals manage their commitments effectively.  
LITERATURE RIVIEW  
Balancing full-time work with academic studies has become challenging and it mainly depends on number of  
hours worked and the nature of the job. Many research have been done on the topic to study both benefits and  
challenges.  
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025  
(Susan Curtis, 2002) in a study of 359 undergraduates at Manchester Metropolitan University, documented a  
sharp rise in term-time employment. Their findings disclosed adverse academic consequences, including missed  
lectures and students’ perceptions that their coursework grades were lower than they would have been without  
working. However, the study also highlighted positive outcomes, such as skill development, business awareness,  
and enhanced confidence, suggesting that employment may aid personal development despite its potential to  
disrupt academic routines.  
Similar conclusions were drawn by Lederman (2009), who emphasized the dual nature of student employment.  
While part-time work can cultivate independence, responsibility, and time management skills, excessive working  
hours were found to conflict with academic demands. In particular, students working longer hours experienced  
reduced study time and higher stress levels. Conversely, moderate levels of employment did not necessarily  
hinder academic performance and, in some cases, enhanced transferable skills beneficial for future careers.  
The detrimental effects of student employment become especially evident when work commitments exceed 20  
hours per week. (Gary R. Pike, 2008) reported that students working beyond this threshold, whether on- or off-  
campus, showed declines in academic performance. (Watanabe, 2005) also found that extended working hours  
reduced study time, delayed graduation, and increased the risk of burnout. These findings suggest a clear tipping  
point, beyond which the negative academic consequences of employment outweigh potential benefits.  
Despite these challenges, several studies highlight the positive outcomes of part-time employment. (Marcia  
Devlin, Richard James, & Gabrielle Grigg, 2008)and (Tymon, 2011)observed that students gained valuable real-  
world experience, financial independence, and personal growth from working during term-time. In addition,  
(Susan Curtis, 2002) found that employment enhanced organizational abilities, built self-confidence, and  
allowed students to apply academic learning in practical contexts. These findings indicate that, when work  
commitments are balanced, employment can complement rather than hinder academic development.  
Given these mixed outcomes, universities play a crucial role in supporting students who work while studying.  
(Curtis, 2007) suggests that institutions should provide flexible schedules and enhanced support systems to help  
students balance academic and employment responsibilities. However, most of the existing research has focused  
on students in Western higher education contexts. Limited attention has been given to students in developing  
countries, such as those enrolled in HNDIT and HNDA programs in Sri Lanka. Further research is needed to  
examine how these students balance employment and academic commitments, and what institutional support  
mechanisms might be most effective in addressing their unique challenges.  
METHODOLOGY  
This study employs a mixed-method approach, combining quantitative surveys with qualitative interviews, to  
offer a comprehensive understanding of the challenges encountered and benefits experienced by first- and  
second-year HNDIT and HNDA students at ATI,Gampaha.  
To collect data, a questionnaire created using Google Forms was distributed via student WhatsApp groups,  
aiming to gather quantitative and categorical information on students’ work-study dynamics. Additionally, to  
gain deeper qualitative insights into individual experiences—particularly from high-performing students—a  
face-to-face interview was conducted through a video call.  
V Data Analaysis  
The survey results reveal that the majority of students (60%) are engaged in office or administrative work,  
making it the most common type of job among respondents. This preference is likely due to the accessibility of  
such roles and their compatibility with academic schedules. Other types of employment reported include  
teaching/tutoring, sales, IT, software development, hospitality (e.g., restaurants and hotels), electronic  
companies, and audit firms, though these represent smaller proportions of the sample.  
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025  
According to figure 1 a significant portion of students indicate that their jobs are related to field of study. Some  
roles offer partial relevance, possibly in transferable skills while few respondents indicated no direct connection  
between their jobs and their academic field.  
Figure 1: relation between job and field of study  
As per figure 2 a significant portion of students (52%) work more than 20 hours per week, highlighting that  
many are managing heavy workloads alongside their studies. Meanwhile, 44% of students reported working less  
than 10 hours per week, suggesting that this group prioritizes lighter work schedules to dedicate more time to  
academics. Only a small fraction (4%) fall within the 10–20 hours range, showing that moderate work  
commitments are less common. Overall, the results suggest that while students balance varying levels of work  
commitment, a considerable number are engaged in demanding work schedules that may impact their academic  
performance and well-being.  
Figure 2: Employer Support for Academic Schedules  
The results show that the majority of students (60%) manage deadlines by planning in advance, making it the  
most preferred strategy for balancing work and academic responsibilities. However, a significant portion (28%)  
cope with deadlines by working late or sacrificing sleep, which highlights the pressure they face in managing  
multiple commitments. A smaller group (12%) rely on requesting extensions, suggesting that while this option  
is available, it is the least favored. Overall, the findings emphasize that while proactive planning is common,  
many students still struggle with workload management and often compromise their well-being to meet  
deadlines.  
For almost half of the students job provides flexibility to manage studies during critical times while for almost  
same percentage of students are in non supportive jobs so a significant portion of students (40%) feel  
overwhelmed frequently, highlighting the high pressure associated with balancing academic and work  
responsibilities. As a result many students (48%) have considered quitting their jobs, reflecting the significant  
pressure of balancing work and studies. It is regrettable to note that the majority (68%) have not sought  
professional assistance to address this issue. That may be due to barriers like lack of awareness, access, or stigma  
surrounding mental health support.  
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025  
DISCUSSION  
The survey reveals that students see flexible work-study programs as the most helpful support for balancing  
work and studies, followed by counseling and financial aid. While most students would still choose part-time  
work, they acknowledge the significant stress it adds. Time management and setting clear boundaries were the  
most common advice given, emphasizing the importance of planning and avoiding burnout. Many students  
shared that the experience, though challenging, helped them develop valuable skills like multitasking and  
prioritization. Overall, balancing work and studies is tough but rewarding, with students recognizing the need  
for strong time management and support systems.  
CONCLUSION  
The findings of this study can assist educators, policymakers, and institutional support teams in providing  
enhanced assistance to students juggling work and studies. Additionally, the insights can help future students  
navigate the challenges of balancing employment with academics, fostering a well-informed and supportive  
environment that encourages success in both educational and professional pursuits.  
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