.jpg)
*Research led by Haiying Long, University of Kansas | Published May 8, 2026, in The Journal of Continuing Higher Education*
The Unexpected Finding
Conventional wisdom has long warned engineering students: *Don't work full-time while in school—it will hurt your grades and your chances of graduating.* But a new analysis of nearly 4,700 undergraduate engineering records challenges that assumption.
Students classified as working full-time were *more* likely to earn their degree within six years than non-working peers—with an estimated 58% graduation probability. While this result hovered near the threshold of statistical significance (meaning it signals a trend rather than a definitive rule), it aligns with a broader pattern: students managing significant real-world responsibilities often develop the drive and discipline to cross the finish line.
> "The very pressures that are supposed to hold them back may be part of what pushes them through."
Key Takeaways at a Glance
🔹 **Full-time work**: Linked to higher six-year graduation rates; no meaningful negative impact on GPA or semester-to-semester retention.
🔹 **Part-time enrollment**: The single strongest predictor of poor outcomes—associated with lower GPAs, lower re-enrollment (just 22% probability), and lower graduation rates.
🔹 **Older students (25+ at enrollment)**: Less likely to return each semester (42% probability) but more likely to graduate within six years.
🔹 **Commuter students**: Lower short-term retention, yet the *highest* six-year graduation probability in the study at 82%.
🔹 **Racial disparities**: Non-White students had lower GPAs and a 43% six-year graduation probability—highlighting persistent equity gaps even at a Hispanic-Serving Institution.
🔹 **Gender**: Female students earned higher GPAs, but graduation rates were similar across genders.
Why Might Full-Time Work *Help* Some Students Graduate?
Researchers propose that motivation and structure play pivotal roles. Post-traditional students—those balancing jobs, families, or commutes—often cultivate sharper time-management skills and a clearer sense of purpose. For a student supporting dependents or investing in career advancement, every credit hour carries tangible weight. That intentionality may translate into persistence, even when the path is longer or less linear.
Conversely, part-time *enrollment* emerged as a consistent risk factor. Students taking fewer courses per term may feel less connected to campus resources, peer networks, and academic momentum. As one scholar noted in 1991—and this study reaffirms—part-time status remains stubbornly linked to attrition across decades of higher education research.
The Commuter Paradox
At the institution studied, nearly all students lived off-campus, making "commuter" status nearly universal. Yet this group displayed a striking pattern: lower odds of returning the very next semester, but dramatically higher odds of graduating within six years. Like older students and full-time workers, commuters may take a more winding route—but they often arrive.
.jpg)
This suggests that traditional metrics like semester-to-semester retention may not fully capture the success trajectories of non-traditional learners. For institutions aiming to support diverse student populations, flexibility and long-term support systems may matter more than short-term enrollment continuity.
Equity Gaps Persist in Engineering
Despite the institution's mission as a Hispanic-Serving Institution, significant disparities remained. Non-White engineering students graduated at notably lower rates than their White peers. Researchers point to broader cultural factors within undergraduate engineering, where definitions of "merit" and "readiness" may unintentionally disadvantage students from under-resourced backgrounds.
Addressing these gaps requires more than individual resilience; it demands systemic changes in curriculum design, advising, financial support, and inclusive pedagogy.
What This Means for Students and Advisors
✅ **For students juggling work and school**: Your responsibilities aren't necessarily liabilities. Structure, purpose, and time-management skills gained through work may strengthen your academic persistence.
✅ **For advisors**: Reconsider blanket warnings against employment. Instead, help students strategize around course load, campus engagement, and support resources—especially if they're enrolled part-time.
✅ **For institutions**: Invest in flexible pathways, robust advising for commuter and older students, and targeted support to close racial and socioeconomic equity gaps.
Study Details
- **Sample**: ~4,700 undergraduate engineering students at a public university in the southeastern U.S.
- **Data tracked**: GPA, semester-to-semester retention, six-year graduation status
- **Employment classification**: Based on earned income records (not self-reported hours)
- **Demographics**: Majority male and Hispanic; ~16% enrolled at age 25+; ~40% part-time enrollment; ~4% classified as full-time workers
*Published in The Journal of Continuing Higher Education. The research team included scholars from Florida International University and the University of Kansas.*
> **Bottom Line**: Success in engineering isn't just about minimizing distractions—it's about cultivating purpose. For many post-traditional students, work isn't a barrier to graduation; it may be part of the engine that drives them there. The real risk factor? Losing connection to the academic community. Supporting students in staying engaged—regardless of enrollment status or external responsibilities—may be the most powerful lever for improving graduation outcomes.