72.3% of students at Goethe University are employed.
Most Goethe University’s students work during their studies: nearly three out of four students (72.3%) reported being employed in the latest student survey. Over the past decade, this percentage has risen by almost six points (2012/13: 66%). The reasons are clear: more than four out of five students (82.4%) work to fund their studies and living expenses. Another important factor in taking on employment is gaining practical experience, which more than half (53.7%) cited as motivation. However, the number of work hours varies significantly depending on the semester phase: during the semester, students work an average 14.5 hours per week, while during semester breaks, this increases to 20.5 hours per week.
Students with children or caregiving responsibilities face particular challenges. While their employment rates are similar to those of their fellow students without family obligations, they work an average of 2–3 hours more per week.
The central role employment plays when it comes to studying in Frankfurt is evident in that it constitutes the primary source of funding for students, alongside support from family and partners. A significant share – about one-third (34.2%) – rely on their job for most their income, while nearly half (47.4%) view employment as a supplementary source of income. In comparison, BAföG plays a much smaller role, with only 15% of students funding their studies entirely or partially through this source.
The survey results clearly show that employment is indispensable for many students – whether to cover living expenses, gain practical experience, or prepare for their future careers. However, working longer hours often leads to time conflicts or organizational challenges, especially for students with additional family responsibilities. The poll shows that working more hours tends to correlate with a longer period of study. This is particularly evident among students who work 20 or more hours per week – many of whom exceed the standard period of study. A similar picture emerges when the primary sources of funding are examined: among students who primarily rely on employment to cover their living expenses, around 27% report studying two or more semesters longer than planned. This percentage is significantly lower – between 14% and 18% – for students who are not employed or who only partially fund their studies through employment.
The impact of employment on the course of study is also reflected at the graduate level (exam cohorts 2020–2022): 32.1% of graduates polled at Goethe University retrospectively cited employment as the reason for an extended period of study – significantly more than at other German universities (24.9%).
That being the case, academic success is not only measured by objective factors like the length of studies but also by subjective perceptions. As such, the perceived strain of balancing employment and studies increases significantly with the number of hours worked (rising from 30.8% for 1–9 hours of work per week to 62.8% for more than 30 hours). However, working longer hours does not diminish satisfaction with academic performance – on the contrary: employed students rate their performance slightly more positively. Similarly, employed students are no more likely to consider dropping out than their non-employed peers.
For Goethe University, these findings are significant in several ways. For one, a high percentage of employed students can be factored into accreditation processes when assessing the length of studies. Additionally, the university offers a range of counseling services on financing studies. These include the Social Counseling services provided by the Student Services organization (covering BAföG, scholarships, and alternatives), the Global Office, which specifically advises international students on financing their studies, and the Central Student Counseling Office, which supports students in balancing studies, employment, and family responsibilities.
QUIKKS, Studium Lehre Internationales (SLI)
