Abstract

This study explores the specific support needs of working university students and examines how socio-demographic factors (age, qualification, field of study, parental education, work hours, and education-job alignment) influence their satisfaction with support services (tutoring, academic writing, mentoring, library, computer centre, and balancing study-work-family). Using Estonian-based Eurostudent VII survey data and student interviews, the study revealed unique strengths and substantial gaps in support services. High satisfaction with learning facilities (library, computer centre, work places) suggested successful resource allocation, while significant dissatisfaction with services for balancing studies and work or family indicated urgent areas for improvement. The field of study and education-job alignment significantly influenced satisfaction with study support services, such as organised tutoring, academic writing, bridging courses, and mentoring. Satisfaction with learning facilities, including libraries, computer centres, and workspaces, was primarily affected by the field of study and age. Support for balancing studies and jobs showed significant variation based on qualification type and age. Additionally, satisfaction with support for balancing studies and family life was influenced by the field of study and the number of work hours per week. Students working (<20 hours/week) in non-aligned jobs require cross-training and skill-bridging courses. Those working (>20 hours/week) in aligned jobs need flexible scheduling and job retention services, while those in non-aligned jobs need career transition support. By revealing these insights, this study contributes to the discourse on supporting working students.