Presentation is loading. Please wait.

Presentation is loading. Please wait.

Group 3 Project Class 2 Mark Holloway. Organise the paragraphs that Mark gives you in order to create a report. You will then need to add a title and.

Similar presentations


Presentation on theme: "Group 3 Project Class 2 Mark Holloway. Organise the paragraphs that Mark gives you in order to create a report. You will then need to add a title and."— Presentation transcript:

1 Group 3 Project Class 2 Mark Holloway

2 Organise the paragraphs that Mark gives you in order to create a report. You will then need to add a title and any headings that you think are necessary.

3 From Stephen Bailey, Academic Writing : A Handbook for International Students (Routledge 2007) STUDENT EXPERIENCE OF PART-TIME WORK Introduction With the introduction of course fees and the related increase in student debt, more students are finding it necessary to work part-time. The survey was conducted to find out how this work affects student life and study. The research was done by asking students selected at random on the campus to complete a questionnaire (see Appendix 1). Fifty students were questioned on Saturday April 23rd, with approximately equal numbers of male and female students.

4 Findings Of the respondents, 30% currently had part-time jobs, 20% had had part-time jobs, but had never done any work during university semesters (see Table 1). Interviewees who were working or who had worked were next asked about their reasons for taking the jobs. The most common reason was lack of money (56%), but many students said that they found the work useful experience (32%) and others mentioned social benefits (12%).

5 Table 1. Do you have or have you had a part-time job? MenWomanTotal% Have job now Had job before Never had job

6 The twenty-five students with work experience were next asked about the effects of the work on their studies. A significant majority (64%) claimed that there were no negative effects at all. However, 24% said that their academic work suffered slightly, while a small minority (12%) reported serious adverse results, such as tiredness in lectures and falling marks. Further questions examined the nature of the work that the students did. The variety of jobs was surprising, from van driver to busker, but the most common areas were catering and bar work (44%) and secretarial (32%). Most students worked between 10 and 15 hours per week, though two (8%) worked over 25 hours. Rates of pay were generally near the national minimum wage, and averaged £5.20 per hour.

7 The final question invited students to comment on their experience of part-time work. Many (44%) made the point that students should be given larger grants so that they could concentrate on their studies full-time, but others felt that they gained something from the experience, such as meeting new people and getting insights into various work environments. One student said that she had met her current boyfriend while working in a city centre restaurant.

8 Conclusions It is clear that part-time work is now a common aspect of student life. Many students find jobs at some point in their studies, but an overwhelming majority (88%) of those deny that it had a damaging effect on their studies. Most students work for only 2-3 hours per day on average, and a significant number claim some positive results from their employment. Obviously, our survey was limited to a relatively small sample by time constraints, and a fuller study might modify our findings in various ways.

9 Now take a worksheet from Mark and fill the gaps with suitable vocabulary items.

10

11 sample conducted slightly respondents random questions majority questioned mentioned interviewees common questionnaire generally minority generally

12 APPENDIX 1 Questions 1.Do you have or have you had a part-time job? Using the text, can you write the other six questions that were featured on the questionnaire?

13 APPENDIX 1 Questions 1.Do you have or have you had a part-time job? 2.Why did you take a job? 3.What effect did the work have on your studies? 4.What kind of work did you do? 5.What hours did you work? 6.How much did you earn? 7.Do you have any comments on your work?

14 Question Task 1. Which is the better question and why? i.How old are you? ii.Are you a) under 20, b) between 21 and 30, c) over 30? 2. What is the main difference between these two questions? i.What do you think of university students? ii.Do you think university students are a) lazy, b) hardworking, c) average?

15 Question Task 1. Which is the better question and why? i.How old are you? ii.Are you a) under 20, b) between 21 and 30, c) over 30? The second question is more diplomatic and therefore more effective. 2. What is the main difference between these two questions? i.What do you think of university students? ii.Do you think university students are a) lazy, b) hardworking, c) average? The first question is open, the second is closed. Different question styles suit different purposes.

16 Match the beginnings and endings of the following sentences to create good advice on writing a questionnaire: Limit thecollect a wider range of responses. Long and complicatedclear and simple, and not be too personal. Questions should beeasier to process. Closed questions arenumber of questions so the respondent can answer them in a minute or two. Open questions willa classmate before beginning the full survey, and be ready to modify any that were not clear. You should try asking the questions toquestionnaires will not receive accurate replies.

17 KEY Limit the Long and complicated Questions should be Closed questions are Open questions will You should try asking the questions to

18 KEY Limit thenumber of questions so the respondent can answer them in a minute or two. Long and complicated Questions should be Closed questions are Open questions will You should try asking the questions to

19 KEY Limit thenumber of questions so the respondent can answer them in a minute or two. Long and complicatedquestionnaires will not receive accurate replies. Questions should be Closed questions are Open questions will You should try asking the questions to

20 KEY Limit thenumber of questions so the respondent can answer them in a minute or two. Long and complicatedquestionnaires will not receive accurate replies. Questions should beclear and simple, and not be too personal. Closed questions are Open questions will You should try asking the questions to

21 KEY Limit thenumber of questions so the respondent can answer them in a minute or two. Long and complicatedquestionnaires will not receive accurate replies. Questions should beclear and simple, and not be too personal. Closed questions areeasier to process. Open questions will You should try asking the questions to

22 KEY Limit thenumber of questions so the respondent can answer them in a minute or two. Long and complicatedquestionnaires will not receive accurate replies. Questions should beclear and simple, and not be too personal. Closed questions areeasier to process. Open questions willcollect a wider range of responses. You should try asking the questions to

23 KEY Limit thenumber of questions so the respondent can answer them in a minute or two. Long and complicatedquestionnaires will not receive accurate replies. Questions should beclear and simple, and not be too personal. Closed questions areeasier to process. Open questions willcollect a wider range of responses. You should try asking the questions toa classmate before beginning the full survey, and be ready to modify any that were not clear.

24

25 Previous Topics -Junk food consumption -Coffee drinking -Leisure activities -TESCO brand products -Food in the UK -Self-access centre in the International Academy -Smoking -Internet Security -Why students come to the UK to study

26 1. Choosing your topic for investigation. When choosing your topic, you will need to bear the following in mind: The aspect / focus of your topic Will your topic be of general interest? Who will it benefit? Can you make any predictions about the outcome? Do you have any hypotheses you want to test? Who will take part in your survey? Are the respondents available? 2. Focusing your topic This is a vital part of your task; you need to make sure that the scope is narrow enough for you to be able to collect the data required in the limited time available.


Download ppt "Group 3 Project Class 2 Mark Holloway. Organise the paragraphs that Mark gives you in order to create a report. You will then need to add a title and."

Similar presentations


Ads by Google