The persistence of students who combined university studies and employment represented a challenge for higher education. The study aimed to understand the experiences and perceptions of working students enrolled in the Bachelor’s Degree in Administration at the Open Education System of the Universidad Veracruzana, Xalapa region, regarding their reasons for enrollment, difficulties in remaining enrolled, support networks, and suggestions for improvement. A descriptive-interpretive case study was conducted with 40 active students. Data were collected through an electronic questionnaire and analyzed thematically with the support of MAXQDA software. The results showed that most participants worked long hours and assumed family caregiving responsibilities, which resulted in limited time, fatigue, and difficulties in meeting academic demands. More than half had considered interrupting or leaving their studies. Family support emerged as an important factor in continuing their education, mainly because of the emotional and motivational support it provided. It was concluded that persistence depended not only on individual effort but also on institutional conditions. Therefore, greater curricular flexibility, tutorial support, teaching empathy, and more accessible administrative processes were considered necessary.
The persistence of students who combined university studies and employment represented a challenge for higher education. The study aimed to understand the experiences and perceptions of working students enrolled in the Bachelor’s Degree in Administration at the Open Education System of the Universidad Veracruzana, Xalapa region, regarding their reasons for enrollment, difficulties in remaining enrolled, support networks, and suggestions for improvement. A descriptive-interpretive case study was conducted with 40 active students. Data were collected through an electronic questionnaire and analyzed thematically with the support of MAXQDA software. The results showed that most participants worked long hours and assumed family caregiving responsibilities, which resulted in limited time, fatigue, and difficulties in meeting academic demands. More than half had considered interrupting or leaving their studies. Family support emerged as an important factor in continuing their education, mainly because of the emotional and motivational support it provided. It was concluded that persistence depended not only on individual effort but also on institutional conditions. Therefore, greater curricular flexibility, tutorial support, teaching empathy, and more accessible administrative processes were considered necessary. Read More