WORK-STUDY CONFLICT 1

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WORK-STUDY CONFLICT

Group Members: Aisha Yousuf Humaira Altaf Sheheryar Munawar Siddiqui

Submitted to: Ms. Nyla Ansari Human Resource Management

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Acknowledgement
We would formostly like to thank Almighty Allah for aiding us in seeing through the completion of the term project.

The preperation of the research report is a sound example of team work. The experience is a valuable one because it allowed us to experience theoratical knowledge from a practical platform. By incorporating theory with practice, we have enhanced our understanding of important concepts and implications of the same. The experience has in this manner equipped us to face the real researching challenges in the real world, and geared us to think for real solutions which suit the complex environment we live in.

This understanding and learning however, would not have been possible without our course instructor, Ms. Nyla Aleem Ansari. Therefore, we present our deepest appreciation towards her, for being a continuous source of guidance and always being there to answer our questions.

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Contents
Abstract ........................................................................................................................................... 4 Introduction .................................................................................................................................... 5 Literature Review ............................................................................................................................ 9 Problem Statement ....................................................................................................................... 14 Research Question ........................................................................................................................ 14 Research Objective ....................................................................................................................... 14 Hypothesis..................................................................................................................................... 14 Research Methodology ................................................................................................................. 15 Sample........................................................................................................................................... 15 Analysis ......................................................................................................................................... 16 Results ........................................................................................................................................... 17 Discussion...................................................................................................................................... 21 Conclusion ..................................................................................................................................... 23 Recommendations ........................................................................................................................ 24 Further Avenues of Research ........................................................................................................ 25 Limitations..................................................................................................................................... 26 Appendix ....................................................................................................................................... 27 Bibliography ..................................................................................... Error! Bookmark not defined.

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Abstract
Engagement in further studies during their full time jobs has increased in Pakistan in recent years. The increasing prevalence of work-life conflicts and concerns about work-life balance in the corporate arena present both a challenge and opportunity for human resource professionals. There is a need for organizations to adopt human resource strategies and policies that contain the work-life needs of a diverse work force in the current business environment. This report will attempt to define this phenomenon and understand the problems faced in Pakistani culture. For this purpose a research was conducted with a sample of 37 students who worked full time. The findings indicated a positive correlation between time scarcity and work-study conflict and a negative correlation between employer support and work-study conflict. Adequate solutions are then suggested that will help organizations embrace a work-life culture.

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Introduction
For many years, full-time students have sought part-time employment to support themselves or to supplement other income. The interest in the amount of full-time students part-time work has recently increased in a number of contexts including growing interest in the nature, quality and relevance of on-campus university experience. For young people, the relatively straightforward connection between completing education and entering the workforce has changed. Completing the years of compulsory schooling or post-secondary education is no longer the almost universal ticket to a job it used to be under conditions of full employment. Some undergraduate degrees do not ensure entry into a desired career in the way they used to.

Work-study conflict is concerned with juggling the demands of study and work, making decisions about priorities and fitting work and study schedules together, difficulties of balancing study and work schedules, time spent travelling to and from work can be a very important factor in balancing study and work commitments, also the staff find themselves in the uncomfortable position of making compromises in timetabling, assessment, and their expectations and standards; perhaps to be fair to students who say they have no choice but to work, or to accommodate students who say they need to work to secure employment on completion of their degree. Also the quality of the students educational experience is seriously diminished when their work takes priority over their university activities.

In recent years, the cost of financing an education has increased to such an extent that combining work and study is a necessity for many students. Further, when paid work is related to students vocational coursework, it may be particularly beneficial as an aid to academic knowledge and career prospects. However, semester-time paid work can also have a detrimental impact upon students and their study. Working long hours can be particularly damaging to student s academic activities. Rolfe (2002) reports that UK academics believe the excessive and unsocial hours of part-time work sometimes lead to tiredness and depression among students. University students are a high-risk group for burnout. Burnout is associated with numerous stressors, including long hours engaged in work, concern about academic grades, uncertainty about the future, low levels of control, less satisfaction with the balance between personal and professional life and low

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levels of support from peers and friends. The conflict between ones work role and other life roles is an important aspect of the relationship between work and non-work life.

Work-study balance is a major issue in Pakistan too. Students who are working full time do not get the financial support from their employers, apart from attending their classes at university they have to work for six days a week with late sittings, this is very common for both males and females. Also no one cares at work that their employees are actually working hard and studying at the same time. Due to the time and geographic constraints the research conducted to find the issues of work-life balance is confined only to Institute of Business Administration (City Campus), Karachi.

Institute of Business Administration, Karachi In spite of a rapid increase in the number of business schools, the IBA has maintained its position as the premier institution of higher learning in the field of management and business administration. IBA initially offered MBA program only for day scholars. In 1957, an evening program was started to cater the needs of the numerous working executives and managers who were interested in furthering their careers through part-time business studies. The Center for Executive Education offers Executive MBA programs for mid-level public sector, non-profit sector and private sector executives, organizes customized courses for the corporate clients and holds short courses on emerging issues and themes for those engaged in business. IBA is exploring collaborative partnerships, alliances and exchange programs with the top business schools. Generous financial supports from HEC, foundations, private sector have been obtained to implement this plan in the next five years. IBA has recently become the first institution in Pakistan to become partner of CFA Institute, SAP University alliance and other such ventures. Seeking accreditation to the Asian, European and U.S bodies are part of the plan. The management is seeking other avenues of collaboration with the Universities and B-schools in Asia. Executive MBA Banking & Financial Services EMBA BFS is a unique and high value learning program, exclusively designed for the in-service professionals of the banks, Financial Services Industry and relevant services. It is aimed at
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providing the participants, exposure to modern banking, concepts and techniques and to equip them with the knowledge, expertise and understanding vital to handle the emerging challenges. This program has been developed in consultation with bankers, financial services professionals, leading experts and the senior faculty members of the IBA and is approved by the Academic board and the Board of Governors of the Institute. Aimed at developing future leaders of the Financial Services Industry (FSI), it is a comprehensive program covering key areas of Business Administration, Banking and Financial Services. Prominent & successful leaders of Banking & Financial Services industry are invited to share their experiences with the participants. Executive MBA Public Sector Executives Program The participants in this program are senior and mid-career executives from: SUPARCO Central Board of Revenue NADRA National Accountability Bureau Pakistan Army Pakistan Air Force Pakistan Navy National Highways Authority Air Weapon Complex Pakistan Coast Guards Civil Aviation Authority National Logistics Cell Government of Sindh Ministry of Engineering Ministry of Labor Karachi Shipyard & Engineering Works

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Executive MBA For Corporate Managers In 2009, IBA offered Executive MBA for corporate managers, a flagship product carrying value propositions through courses conducted over the weekends. This unique program aims at equipping the participants with the tools and knowledge to develop their entrepreneurial and leadership skills, enabling them to become banking leaders ready to face diverse challenges of the banking world. The program is specifically designed for mid-career managers, and it emphasizes on their personal development, enhanced productivity and strategic thinking.

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Literature Review
People opt for even more higher education along with work so that they can better enhance their skills and get higher levels of jobs along with higher pay. This is done to adjust with the labour market and to have a secure job. Such kind of specialization gives the competitive advantage to the employee in order to get better career opportunities. Specialization in majors not only reduces ambiguity in unexpected labour demand but also results in higher premiums and salaries. Some people also switch fields of study in order to diversify their profiles and follow the changing trends of employment. Such a kind of decision may turn out to be very risky in case if a person could not complete the specialization that will be a loss of resources not only this one has to keep up with both work and education. (Varga)1 Employers also support higher education in organizations. In UK employers provide course fee and other expenses for the employees studies. Employees are also given study leaves so that they can better concentrate on their studies. Employers support for education proves to be a very motivating factor to get higher education and thus results in increased commitment. Most employers support for the work related education in order to retain the employees permanently and if in case they intend to leave before predetermined time limit employees are asked to pay back the fees. Another key finding of the article was that such kind of work study combination leads to very high demanding responsibilities and tasks. Employers also increase pays with the increase in education. Due to the added expenses the first choice of employers is to increase employee development through training or short courses but in most cases they do prefer full specialization courses depending upon their need and employee potential and services. This kind of support provision for employees is for their personal development and for their long-term retention. (Employer Perspectives on Part-time Students in UK Higher Education, 2011) .

As per the separation model, employers act as if workers' non-work worlds do not exist. The focus is on fulfilling work responsibilities and such employers take the employees' non-work lives as solely the concern of the employees themselves. There is a total disregard for non-work concerns on the part of the employer. However, under the integration model, employers treat work and non-work worlds of employees to be related worlds that affect one another, and act to reduce the gap between them in an effort to help employees manage their multiple domains. The
1

http://iweb.cerge-ei.cz/pdf/gdn/RRCV_15_paper_02.pdf

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employer takes control and assumes responsibility for aspects of employees' non-work lives in addition to their work lives. The respect model on the other hand implies that the employer acknowledges and values the non-work participation of employees and is committed to supporting it. Employers provide resources to employees to fulfill non-work responsibilities and do not essentially take charge of their responsibilities resulting in boundary flexibility between work and non-work domains and mutuality of interests (Kirchmeyer, 1995). In the same survey employees also reported that that part time study along with employment leads to greater skill, experience and managerial expertise then full time study. Due to added advantages of higher education after graduation employees had very positive attitudes towards part time study along with work despite of the increased burn outs and stress levels. Most of the surveyed employees reported that employer requirement and encouragement were the major drivers of their choice of further part time study. (Employer Perspectives on Part-time Students in UK Higher Education, 2011). According to Australian survey social and economic factors are the major drivers of work and study combination. Its very hard for the employees to cope up with work and study together. In such cases people generally become one sided either they focus on their study or on their jobs. Many of them reported that their stress level highly increased. They also reported that even if they take time for study they cant concentrate properly because of the job and money pressure. Despite of all of these factors coping with simultaneous work and study is not a difficult task for those who are highly committed and organize their time and efforts well. This was evident as major percentage of their sample did not

Missed lectures or compromised on their studies and the reason they gave was that they were well organized and they were better able to focus on work and study together. On the other hand those who were not well organized were not able to concentrate on anything either study or work. Rest who missed lectures or did flexible studies were the ones who could get their desired notes and material online or through some other source. The most complex problem mentioned was that even if the employees would properly concentrate on studies but even then they cant say no to their employers when they were called. (Hartley).

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According to the Hellens research paper work study conflict is not just because of time management. There are many underlying psychological factors as well. There is a high degree of burnout found in people working and studying together which hinder their performance at both the places work as well as study. The article suggests that due to the pressure of work people tend to pay less attention to their study. They are merely considered about their pay and work. There is a high need of employers support for education. Even is the people are not required to devote greater time to any of these they fall victim to burnouts due to the mental torture. This burnout can be from many other reasons such as fear of falling grades or failure, uncertainty about future, lack of control and lack of support from peers and family members. Research suggests that burnout is predicted by long hours, subjective overload (the feeling of having too much to do in the time available) and the requirement to fulfill the demands of conflicting roles. Such people are emotionally exhausted and cynical about their study and have low levels of personal efficacy. This is important as it causes health problems and may reduce turnover. (Lingard, 2007 )

Work-life balance is now a greatly researched area of interest. Work-life balance has always been a concern of those interested in the quality of working life and its relation to a broader quality of life. It is believed that balancing a successful career with a satisfied family life can be challenging (Broers, 2005). Work-life balance is about effectively managing the juggling act between paid work and all other activities that are important to people such as family, community activities, voluntary work, personal development and leisure and recreation (Dundas, 2008). The ability to balance between workplaces needs and personal lifes needs is perceived as an important issue among workers globally and academics in higher education institutions are not excluded (Mohd Noor, 2009). Work-life balance has significant consequences for employee attitudes towards their organizations as well as for the lives of employees (Scholarios, 2004). Thus, employees who experience high work-life balance are those who exhibit similar investment of time and commitment, to work and non-work domains (Virick, 2007). Improving an organizations work-life balance, leads not only to greater productivity but to greater company loyalty and low intention to leave the organization (Moore, 2007). Though work-life balance was initially interpreted as the concern for working mothers, it has been recognized as a vital issue for all classes of employees (Bird, 2006).
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Thompson has classified the work-life initiatives as time-based strategies, information-based strategies, money-based strategies, direct services and culture-change services. Time-based strategies include programs or policies like flexi time, compressed work weeks, compulsory power-offs, job sharing, part-time work, leave for new parents, phased return to work following childbirth, telecommuting, compulsory vacations and breaks and so on. Information-based strategies refer to programs or policies on intranet resources on work-life balance, resource and referral service, relocation assistance, dependent care resources, work-life brochure and so on. Examples of money-based strategies are vouchers or subsidy for childcare, flexible spending accounts, adoption assistance, discounts for childcare tuition, leave with pay and so on. Direct services are those programs or policies like on-site or near-site dependent care, emergency backup care, lactation rooms and support, help line, concierge services, after-school and school holiday activities and so on. Culture-change services include programs or policies like training for managers and supervisors to help employees deal with work-life conflicts. Pro-work-life balance culture initiatives include family-friendly policies, inclusive atmosphere, supervisor support, work-life education inputs like workshops or seminars on work-life issues, counseling, Wellness programs, and fitness initiatives and so on (Thompson, 2002).

Osterman identified three main reasons why organizations provide family-friendly practices: practical responses, links to internal labor markets, and high commitment work systems (Osterman, 1995). Adoption of family-friendly practices was best explained by organizational adaptation, a combination of institutional pressures as well as competitive forces, local and technological factors, situational conditions, and managerial values, knowledge, and perceptions regarding work and family programs (Wood S J, 2003). The benefits of work-life balance initiatives, for employers, are better talent attraction, enhanced productivity, better talent engagement, reduced work stress, reduced absenteeism, reduced costs, better motivation, employer branding, talent retention and efficient work practices (Department of Labor, 2003)

A case study conducted by Janet Lowe and Vernon Gayle from University of Stirling, UK, explored the work/life/study balance among the higher education students, studying both full time and part time, in a Scottish further education college. The majority of the students in this case study combined study with work and/or family commitments and the normal working
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week was of 5971 hours. Full time and part time students experienced different but equivalent demands on their time and were equally at risk of overload. Over half of the students achieved a good or manageable work/life/study balance, whilst some experienced stress caused by conflicting priorities. The students success in balancing study with work and family life was influenced by their coping strategies and by the nature and quality of the support they received from families and employers (Janet Lowe, August 2007).

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Problem Statement
Higher education after graduation has become very necessary to get higher level jobs. These degrees count to specialization. The cost of these degrees is very high. Also job after graduation is also necessary. So many people opt to work and study together. But it is very hard to manage both together. There can be many factors leading to this conflict.

Research Question
The objective of this research is to identify the factors that cause work-study conflict and factors that can reduce work study conflict.

Research Objective
Following are the objectives of this research: 1. Weather work-study conflict exists? 2. What factors positively relate to work Study Conflict? 3. What factors are negatively related to work study conflict?

Hypothesis
Initially a general discussion was done with the employees who studying. The combination of this desk research and literature review highlighted three major factors which were time scarcity, employer support and promotion. Following hypothesis was developed. 1. Time scarcity is positively related to work-study conflict. 2. Employer support is negatively related to work-study conflict. 3. Promotion with higher education is negatively related to work-study conflict.

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Research Methodology
First a desk research was done where general conversation was done with the people who are studying and working together. A literature review was done where the previous researches were analyzed. Then finally survey questionnaires were distributed among the participants. 40 questionnaires were distributed however 37 were received.

Sample
A sample of 40 participants was chosen. All of them were taking specialization courses at IBA. Majority of them were doing MBA. Few of them were MS students. It was made sure that all the participants were working. Majority of the participants were employees at banks like UBL and Standard Charted. The sample was restricted to IBA as the curriculum design and grading system and other protocols were consistent. This is how all participants were on common ground.

Concentration of Participants

BBA EMBA Ms. Economics

Figure 1 Concentration of Participants

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Analysis
The questionnaire was a close ended questionnaire. Half of the questions require one word answer like time employees got off or number of work holidays. The second half of the questionnaire was divided in four sets. One set of three questions determined the existence of work-study conflict. Second set determined the time scarcity. Third set determined the existence of employer support. Fourth set determined the participants expectation for promotion. In most of the questions the options were given as Agree=3, Neutral=2, Disagree=1. There were questions in which options were Yes=3 and No=1. This was done as the questions were such that only these two responses possible. Participants were directed to give numeric response. Like Agree=3 and etc. Responses of each participant of each set that is Work-study Conflict=C Time Scarcity=T, Promotion=P and Employer Support=S were separately observed then there average was taken. All the Data was entered in SPSS. Multiple correlation was run among the variable and the cross correlation among all four of the variables was observed. Simple Moving averages and standard deviations was observed for the one word answers like no of work holidays, number of classes per week etc.

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Results
As per the analysis following results were obtained: 1. Correlation between time scarcity and work-study conflict is positive. The hypothesis is correct. 2. Correlation between employer support and work-study conflict is negative. Therefore the hypothesis is correct. 3. The correlation between promotion and conflict is negative this means that the hypothesis is proved to be true 4. The average working days were reported to be 5 5. Number classes per week were reported to be 5 6. Average days that participants had to institute in a week were 4 7. Average work holidays were reported to be 1 8. Average hours per week spent on studies were reported to be 7 9. Average time that people get off was reported to be 6

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Descriptive Statistics Std. Mean T C S P 1.97 2.11 2.24 2.03 Deviation .499 .699 .435 1.013 N 37 37 37 37

Correlations T T Pearson Correlation Sig. (2-tailed) N C Pearson Correlation Sig. (2-tailed) .603 N S Pearson Correlation Sig. (2-tailed) .347 N P Pearson Correlation Sig. (2-tailed) .326 N 37 .341 37 .225 37 37 37 .166 .285 37 -.161 37 -.204 .225 37 1 37 .159 37 -.180 .285 37 1 .341 37 -.204 37 .088 .603 37 1 .347 37 -.180 .326 37 -.161 1 C .088 S .159 P .166

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40 35 30 25 Agree 20 15 10 5 0 1 2 3 4 5 6 7 8 9 10 11 12 Neutral DisAgree

Figure 2 Graph of responses Coinciding Questions with respect to graph 1 2 3 4 5 6 7 8 9 10 11 12 Are you made to do late sittings despite the fact your employer knows you are a student? Do you get Saturdays off? Are you called on weekends/holidays for work? Do you get off by 6:00 p.m. that is the regular time? Does your employer know that you are studying? Is your employer financially supporting your studies? Are you expecting a promotion at your job with this degree? Do you get study leaves? Are you given any flexibility by your employer for your studies? Do you have to compromise on your study because of your work? Do you find it hard to manage study with work? Have you ever found your grades being affected due to work?

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Averages 5.16216 Average Standard Deviation Question 3.13 0.25733 6 Q.5 5 0.76817 3 Q.6 2 2.59822 1 Q.7 3.64864 9 1.25202 5 Q.8 1.567567 6 0.554804 3 Q.9 7.10810 8 5.21234 5 Q.10 6:01 0.04027 8 Q.11

Coinciding Questions: 1 2 3 4 5 6 7 8 9 10 11 Degree: Semester: Institute: Name of Employer or Business: CGPA/Grade How many working days do you have in a week? How many classes do you have in a week? How many days you go to the institute in a week? How many work holidays do you have in a week? How many hours do you give to your studies in week? At what time do you get off on average? Is this degree made compulsory by your employer or it was your own choice to continue 12 higher education?

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Discussion
If we were to interpret the positive correlation its the negative relationship between time available and the work study conflict. The questions were negative in nature and agreement to such questions represents an agreement to a negative response therefore the relationship is negative. Its higher the time available for study lower is going to be the work study conflict. This is evident because the average work holiday was reported to be 1. The highest time that people got leave from office was 8:00 pm. Majority of the people disagreed that they get study leaves. This time scarcity is evident as employees in Pakistan do not get Saturdays off generally and also they dont really get off at 6:00 pm. The correlation between the employer support and work study conflict is negative. This means that higher the employer support the lower is going to be the conflict. Most of the participants disagreed that they get financial support from the employer for the studies. However half of the people agreed that they get flexibility in work because of studies. Third hypothesis was also true that that there is a negative correlation in promotion and workstudy conflict. Despite of this majority of the participants reported that they are not expecting a promotion with the higher degree, although it is a rule in most of the organizations that when an employee succeeds with the education he gets a promotion either in salary or in designation. Another interesting feature was higher education was not even made compulsory by the employer they were studying on their own choice. Regarding the questions that were reflecting the work-study conflict the results were skewed to neutral. They were asked that if they compromised their studies for work most of the participants reported neutral.

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When participants were asked if they were able to manage their studies with work majority of them reported neutral but many of them also that they were able to manage their studies with work. When employees were asked that if they have found their grades falling due to work majority of them either agreed or they reported neutral. In three of the cases the work study conflict was evident as the disagreement was very low for these questions. The participants were asked about their timings of the work and the classes in order to check availability of time for them also to check how well they manage their time. Although the average time employees got off was reported to be 6:00 pm but the highest time reported was 8:00 pm and most of them reported as 7:00 pm. But the time wastage during traveling which is a very big hurdle in Pakistan cannot be neglected. Participants were also asked about how many days they have to go to institute in a week and the average of days were reported to be 4 and the average number of classes per week was reported to be 5. This amount is higher considering the fact that in IBA the culture of extra classes and extended classes is very high which many cause a lot of disturbance in work- study management. Average hours spent on studies were reported to be 7 per week. Which is a very less amount and it nearly becomes the cumulative time of the classes. This means that no extra time to studies is given where as IBA is a institute where the major weight age is for report and assignments. All the participants said that they were studying because of their own choice which could be a major factor of undermining work-study conflict. This could be the reason where the neutral response was observed for the existence of work-study conflict.

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Conclusion
Work-study conflict always exist as both are supposed to be done simultaneously. Work-study conflict is positively related to scarcity of time as higher time taken up by work lower it will be spent on studies. The work-study conflict is negatively related to employer support as higher the employer is going to support studies either financially or through flexibility lower will be the conflict. As many times the conflict arises due to employers indifference. The work study conflict is negatively related to promotion as higher the promotion is given the higher will be the motivation for higher studies.

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Recommendations
1. In depth studies should be done for work-study conflict as its a prevalent issue. 2. Employees should be given proper support by employers for further studies. 3. Employees should be given a chance to make their own career development plan so that they can adjust their work and study properly. 4. Institutes should also support students who are working so that the course design should not only be flexible just to adjust with the timings. The course design should be such which could ensure the learning and development of students. 5. Such students should be given leverage to design the curriculum on their own where they could specifically choose courses which are very much relevant to their career development. 6. Working students should always carry a diary or enter information onto an e-diary so that they know what course work dates are and when assignment hand in dates are etc. This will help them to keep track of deadlines. 7. If a student is struggling, he/she should seek advice and support as early as he/she can from his/her course instructor. Often coursework deadlines can be extended in exceptional circumstances. 8. Working students should not forget to give themselves time to unwind and relax after work or study.

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Further Avenues of Research

Following other things can be studied with this research and for this subject. 1. There are several other factors that can be studied for this concept work-study conflict. Such as what can be the optimal course structure for such students which could maximize learning and minimize the conflict. 2. Can online tuitions can reduce the work-study conflict. 3. Can telecommuting that is work from home through telecommunication reduce the work study conflict. 4. Can proper work life balance reduce the work study conflict? 5. What role does family support play in work study conflict? 6. What role does personal motivation play in work study conflict? Can health, proper studying conditions and proper working conditions play any role in reduction of work-study conflict?

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Limitations
There are a number of limitations in this study worthy of improvement and future study:

Lack of secondary data Though previous researches exist on the topic chosen, these researches are general or are country specific due to which work-life balance in Pakistani employees lives cannot accurately be depicted. Insignificant to negligent statistical data is available highlighting the factors contributing to the problems of work-life balance especially in Pakistan. Target population and sample size Time The research is time constrained because of the set deadlines for the research- which is a mandatory course requirement spread over only one semester. Resources We are just three members conducting the research - which even after narrowing is extensive! The sample size is too small and may not accurately represent the problems faced by the identified target population. Research was confined to Institute of Business Administration Karachi.

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Appendix
Questionnaire:

Questions requiring one word answer: Degree: Semester: Institute: Name of Employer or Business: CGPA/Grade How many working days do you have in a week? How many classes do you have in a week? How many days you go to the institute in a week? How many work holidays do you have in a week? How many hours do you give to your studies in week? At what time do you get off on average? Is this degree made compulsory by your employer or it was your own choice to continue higher education?

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Close Ended Questions: Time Scarcity: Are you made to do late sittings despite the fact your employer knows you are a student? Do you get Saturdays off? Are you called on weekends/holidays for work? Do you get off by 6:00 p.m. that is the regular time? Do you get study leaves? Employer Support: Does your employer know that you are studying? Is your employer financially supporting your studies? Are you given any flexibility by your employer for your studies? Promotion Are you expecting a promotion at your job with this degree? Work-stiudy Conflict Do you have to compromise on your study because of your work? Do you find it hard to manage study with work? Have you ever found your grades being affected due to work? 1 1 1 2 2 2 3 3 3 Yes Yes 1 Yes Yes 2 No No 3 No No Yes Yes Yes Yes Yes No No No No No

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Bibliography
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