The changing nature of youth employment in Australia: How can this be understood? Professor Erica Smith University of Ballarat, Australia

What University Vice Chancellors think about the youth labour market “Though graduates start work later in life [than in former decades] they earn significantly more during their lifetime.” Professor Glyn Davis, Vice Chancellor Melbourne University (one of the ‘top’ universities in Australia), Boyer Lecture number 4, 5 December10

The reality of the youth labour market (aged 15 – future Melbourne University student)

What do we know about student- working in Australia? Nearly all school students have had a formal part-time job by the time they leave school; at least 75% at any one time from age 15 to 18. Nearly all young university students who study full-time have a part-time job, unless they are among the very few eligible for government income support. The average number of hours worked is around 9 for school students and around 15 for university students. There are several motivations for working including financial, social, resume-building and a wish to establish independence.

What does the literature tell us about working while studying? Most literature still focuses on effects on grades; the ‘exploitation’ of young people by employers; the ‘inferior’ nature of the industries in which they work; with some grudging acknowledgement of the employability skills learned during work ‘The ideal combination would be modest hours of work in a job relevant to a future career’ (NCVER report soon to be released) These ways of looking at student-working didn’t seem to hold true when I started researching young people and work.

A series of research projects School students’ learning from their paid and unpaid work (Smith & Green, 2001) (in- school surveys & case studies) 2. Learning and training in school-based new apprenticeships (Smith & Wilson, 2002)(survey of sample of school-based apprentices & trainees from State databases) 3. The development of employability skills in novice workers through employment (Smith & Comyn, 2003)(case studies in 12 companies) 4. How school-leavers’ workplace experiences while at school affect their career pathways (Smith & Green, 2005) (follow-up survey & telephone interviews with Project 1 and Project 2 students) 5. Changing the way that Australians enter the workforce: part ‑ time working careers of young full ‑ time school and tertiary students (Smith & Patton, ) ARC Linkage project with 4 industry partners. (surveys in four schools over three years Year 10s followed through to Year 12; focus groups in three universities over years 1 to 3; longitudinal case studies in three sites each of two companies with managers, workers and head office staff) 6. Young people’s views of the labour market (Smith & Brown 2010). (surveys of all Year 10s and focus group of Year 10s in each of two Ballarat secondary schools)

A typical student-working career:12 to 15 years

16 to 25 years

What did we find about students’ part-time work? The positives Most enjoy their jobs at least somewhat; Jobs provide self-esteem, social contact and the development of employability skills; Holding down a job ensures the development of time management skills; Managers positively enjoy developing student-workers; Employers like McDonalds have systems to develop novice (13-14 year old) workers; Major service sector employers provide supervisory paths while still at school/uni, and fervently hope that their student-workers become future senior managers; Some evidence that career decision making improves because of part-time work.

What did we find about students’ part-time work? The negatives Jobs are rarely discussed in school, even with friends; Students occasionally struggle to balance their jobs and school requirements, although many employers provide time off for exams etc; Occasionally employers put pressure on students to do too many extra shifts; The preponderance of student-working may discriminate against those who don’t or can’t work.

A new concept: The student- working career The career lasts for between five and twelve years; It can involve moving among industries and in and out of self-employment; It may involve several jobs at the same time; It may involve ‘full-time’ university study and a part- time job that has a linked traineeship (apprenticeship) that leads to a vocational qualification; It involves increasing levels of responsibility; It can result in a career position.

So what is the new way of looking at students that work? : Work as a sideline to study; can adversely affect study : Work as an opportunity for learning : Work as a normal and necessary part of life for all Australians of working age; ‘students’ balance work, learning and personal life just like adults do. They have a double or triple identity.

The young person aged The young person The primary study The part- time job(s) The secondary study

What is the meaning for long-term careers? The vast majority of Australian workers now enter the workforce as part-time workers while studying. They develop a service orientation; they are used to working ‘unsocial hours’ and to negotiating with their employers about their working hours; they balance their time finely. The employing companies try very hard to entice their student-workers to stay, using a range of incentives Many young people change their career plans as the result of their student-jobs eg the CEO of McDonalds Australia. Institutions should support the new flexible career rather than putting barriers in its way.

Issues for institutions Education providers (including university vice-chancellors); Trade unions; Employers and employer associations; Governments.

Contact details Erica Smith