AN IDEAL PART-TIME JOB? ANNAMARI YLONEN ASPIRE AIMHIGHER UNIVERSITY OF GREENWICH Student Ambassador work in HE

Outline Context Research aims and methods Findings:  Why do students want to become SAs?  What do they take away from it? Concluding thoughts Future of the scheme – some possible case scenarios

Context Part-time work for full-time students  Estimated that between 35-60% of f-t students work during term time*  Often retail or bar work – low paid & low skilled, irregular hours/short-term contracts  Can have a negative effect on academic success/the HE experience Skills and employability – transferable skills; changing labour market; knowledge economy; skills gaps Question: is the SA job an ‘ideal’ part-time work opportunity for students? * See e.g. Moreau & Leathwood 2006; NUS 2008; Richardson et al. 2009

Aims and methods Focus on one Aimhigher partnership in South London (4 HEIs) Main aims to find out:  What motivates students to become SAs  What kinds of skills/experience the SAs gain Focus group interviews with 19 SAs in 2006 One-to-one interviews with 11 SAs in 2007 An internet-based survey sent to new SAs (N=380) in 2009 in one Aimhigher partnership area (31% response rate)  A follow-up survey in the summer 2010

Why become a student ambassador? Various motivations/reasons reported, but in general intrinsic/instrumental dichotomy  Interviews: money an important factor, but so is helping others  ‘I know the number one reason is money because you are well paid. Also it looks good on CV, and you can help other students.’  ‘When you work as an ambassador you just have a great job satisfaction and you feel good about the job…so it is a great experience.’  Survey: top 4 reasons ‘work experience’ (72%); ‘earning money’ (71%); ‘interest in the scheme’ (66%); ‘CV’ (53%)  ‘I want to share my experiences with younger students and encourage them to come to uni and experience what I have as it changed my life!’  ‘Need the money, don't want to get into too much debt.’

What do SAs take away from the scheme? Research findings show that the SAs have learned multiple complex skills including:  Time management, commitment, adaptability  Awareness of diversity, teaching, leadership  Communication & presentation, boost in confidence Has the experience made SAs more employable?  The SAs themselves believe so (work experience and skills), but tracking studies needed for a more definitive answer… ‘I think employers more and more look to what else you have, and something like being a SA shows that you did something – you made a commitment…’

Other benefits The SA job is well-paid: the current hourly rate in the Partnership is approx. £10  Minimum wage £4.83 per hour (workers aged 18-21) and £5.80 per hour (workers aged 22 and over)  Studies have estimated that on average students earn between £5 and £6.50 per hour * Question: would students volunteer if the role was unpaid? Research evidence: yes, but not to the same extent Flexibility of the job – seen as a distinct benefit by many Connection/integration to one’s university * e.g. NUS (2008), CHERI & LSBU (2005)

Ideal part-time job? The findings have shown that the SA job:  Enhances participants’ skills-base – likely to benefit employability  Well-paid (re: average student wages)  Flexible  Enhances connection to the SA’s home institution  High job satisfaction – SAs feel they are engaged in something worthwhile and rewarding  ‘An interesting and varied job that can add to my CV but help to pay my bills at the same time - excellent that it can fit around lectures.’  ‘A brilliant scheme!’ An ideal part-time job for students!

What does the future hold? Aimhigher funding coming to an end in 2011 – what are the consequences on WP/SA schemes? 1. Will HEIs find alternative funding? 2. Will there be a significant reduction of SAs? 3. Will there be an emphasis on volunteering? Remains to be seen, but:  Feasible in the current climate (option 1)?  Undermines WP; SAs fundamental to WP(option 2)?  Practical constraints (option 3)?