Master's Student Workload: Perception Versus Reality

Introduction

Students across universities struggle with planning their credits while balancing study time and leisure. The allocation of credits should be based on relative student workload; however, broader questions remain about the actual academic experience. The aim of this paper is to examine the academic experience of students in Master's (MSc) programs, specifically exploring the work they do, the teaching they receive, and their satisfaction with study workload. More specifically, this study investigates whether students being overworked is a perception or a reality. With these considerations in mind, the research addressed two primary questions:

Literature on Student Workload and Credit Systems

1. What do students consider as being overworked?

2. What do students do with their spare time?

University teaching is in transition with respect to curriculum, syllabus upgrading, and standardization to adjust to the European Higher Education Space. Subject programming is now aligned with the current credit system. To adjust subjects to credits and restructure teaching materials, students must engage in substantial work to pass courses or achieve higher grades. The current credit system requires each student to study for at least 1,500–1,800 hours annually. For example, a one-year course comprises credits designed for 25–30 hours of work per week across approximately 40 weeks of instruction, including exam periods (European Commission 2006; Bologna Process 2006).

The calculation follows this formula:

40 weeks × 40 hours of work per week = 1,600 hours (26.5 hours per credit).

Research Findings: Student Interviews and Survey Data

Educational researchers have traditionally used questionnaires to inquire about student workload, a method that stands in contrast to teaching staff arguments that students are not sufficiently consulted and that this hinders active student participation. This lack of engagement reflects insufficient educational innovation, as active student participation is essential to the learning–teaching process (Viennot 1997; Gil et al. 1991).

Research measuring student working hours and study time reveals fluctuations. Studies of engineering students enrolled in European universities show ranges of 20 to 37 work hours per week (Kolari, Savander-Ranne, and Viskari 2006; Garmendia et al. 2008). Educational researchers have proposed assigning credits based on learning outcomes, combining both time spent and work done to achieve learning objectives. This method is implemented by distance learning universities using surveys to determine whether a student's work effort is adequate (ECTS 2006; Garmendia et al. 2008).

High workload is a significant contributing factor to student withdrawal and affects students, society, and institutions. Many institutions struggle with dropout rates caused by work overload and lengthy course completion times. According to OECD data, at least one-third of students from OECD countries drop out before completing their studies, with most withdrawals occurring in the first year (Bowyer 2012). High dropout rates are unfavorable for all stakeholders: students have reduced career prospects, society loses educated workers, and institutions face financial losses and reputational damage. Students encounter multiple difficulties including employment pressure, poor time management, and stress, with workload being the primary reason for dropping out when students can no longer manage demands.

Overloaded course schedules contribute to time management problems, sometimes resulting from inadequate faculty planning or, conversely, from students' desire to learn as much as possible in less time. These situations cause stress and pressure that students struggle to handle (Bowyer 2012).

Understanding the hours spent on particular subjects, how workload is distributed across the course, and available leisure time would help evaluate whether a course develops learning curves, matures skills, enhances capabilities while maintaining enjoyment—or instead relies on rote learning followed by material disposal after completion (Garmendia et al. 2008). This study investigates whether student overwork is a perception or a reality.

Interviews were conducted with eight students across diverse backgrounds in MSc management programs. The Middle East male student was enrolled in MSc management following a three-year undergraduate degree. The Middle East female was in the same program but worked as a teacher in her home country. The Indian female student was enrolled in MSc management with specialization in human resource management, having previously graduated with a degree in English journalism. The European female was enrolled in MSc management focusing on innovation, creativity, and design management, with prior experience as an assistant analyst and two years of economics study. The African female entered the MSc program after working for the government. The African male completed his undergraduate degree before enrolling. Both Chinese students were enrolled in MSc management; the female's prior studies included other fields, while the male previously earned a bachelor's degree in English.

The questionnaire was completed by 60 respondents: 40 female and 20 male, reflecting a random sample rather than a demonstration that females constitute the majority in Master's studies. The gender representation may indicate greater female interest in participating in the survey. Regarding nationality, respondents included 25 Chinese, 10 Indian, 9 African, 7 European, 5 Middle Eastern, and 4 other Asian nationals. Universities now accept increasingly diverse student populations, requiring greater institutional attention to the needs of students from different backgrounds.

When asked about their course experience, responses varied significantly. The Middle East male described the course as interesting and interactive with a steep learning curve. The Middle East female reported high stress, stating that too much work must be completed in too little time. The Indian female believed management courses justified the effort despite difficulty. The European female found the course easier than expected. The African female reported satisfaction. The African male described the course as manageable. The Chinese female experienced the course as both challenging and novel due to her background and busy schedule. The Chinese male reported contentment.

Survey question three examined motivations for pursuing the MSc degree. Of 60 respondents, 27 cited improving job prospects as the primary reason, while 13 emphasized pursuing higher education itself. Ten respondents sought increased knowledge, 9 desired overseas experience, and 1 selected other reasons. When asked whether the course demanded too much work (question four), 12 respondents ranked this "1" and 21 ranked it "2," totaling 58 percent who felt excessive assignments made them tired and overworked. Similarly, 17 and 14 respondents ranked 1 and 2 (55 percent total) regarding excessive assignments with tight deadlines as a source of overwork. In contrast, 50 percent disagreed that unfair workload distribution in group assignments caused fatigue, and 33 percent disagreed that personal issues made them tired.

Regarding time management (interview question 10), approaches differed substantially. The Middle East male had no fixed study schedule. The Middle East female was organized, maintaining a proper timetable including extended library hours when needed, planning ten days in advance. The European female managed time effortlessly through consistent hard work. The African female studied when motivated, without a set schedule. The African male similarly lacked a fixed routine. The Chinese female used an iPad for life management. The Chinese male demonstrated flexibility and strong organizational skills. A key finding is that all students possess individual strengths and weaknesses as learners and develop personalized strategies accordingly.

International students faced cultural and linguistic differences but did not uniformly perform poorly. When comparing their countries of origin to their current location (interview question five), the Middle East male noted that undergraduate studies were relaxed and carefree. The Middle East female observed substantial differences, recalling that as a teacher she could complete presentations, whereas the present workload felt overwhelming. Notably, these students were not expressing negative sentiment despite potential overload. Survey question five revealed that 76 percent of students showed great interest in their MSc program, while 40 percent reported less workload in previous degrees. International students typically face greater academic demands than local students due to environmental and language adjustments. While local students benefit from familiar surroundings and cultural similarity, international students must adapt to entirely new environments, often study in a non-native language, and manage heightened pressure to succeed. Some students found the environment familiar to their home countries, while others struggled and required greater concentration to meet expectations and avoid disappointing themselves and their families.

To progress successfully, students typically devise proper timetables and manage time efficiently. Interview question three explored how students structured their weeks. The Middle East male, Indian female, and European female worked intensively at the week's beginning, while the African female, African male, and Chinese male maintained less stressful routines. Notably, the Chinese female's initial difficulties appeared to have resolved, and she demonstrated renewed motivation to pursue her education. International students often adapt quickly to change and deserve recognition for studying in unfamiliar languages rather than criticism. Survey questions six and seven indicated that students expected approximately 15 hours weekly for independent and group study excluding class time, with a maximum of 40 hours and a minimum of 3 hours. When assessments were due (question eight), students reported studying 20 hours weekly, individually or in groups.

Contemporary institutions accept increasingly diverse populations but frequently fail to address individual student needs. Many students return to higher education after gaps in their schooling, lacking confidence despite motivation to learn (Hester, Cunliffe, & Hunnisett 2013). Some juggle personal commitments and employment, requiring additional faculty support to feel accepted and motivated. The surveyed students mostly had prior work experience. Of the respondents, 27 (45 percent) cited improved job prospects as their primary motivation, while 13 (22 percent) emphasized pursuing higher education. Another 10 (17 percent), 9 (15 percent), and 1 (2 percent) sought increased knowledge, overseas experience, and other benefits respectively. English language proficiency emerged as a significant factor affecting workload management. The Chinese female found learning English demanding, requiring assistance from tutors. Students with higher English proficiency handled coursework more readily, while those with lower proficiency experienced greater pressure and perceived workload. This particularly affects international students whose first language is not English, who must first overcome this barrier to engage with course material effectively. According to survey data, 80 percent of international students study 60 hours weekly, 11 percent spend 61 to 100 hours weekly, and 60 percent find coping with institutional workload very difficult. Interview question five revealed that the Chinese female struggled with English comprehension and written expression, while the Chinese male encountered no difficulties due to his multilingual classmates. The European female also had no language barriers, having studied in the United States previously. These findings reveal a mixed picture: some students manage coursework comfortably while others struggle significantly, often related to English language competency.

Students perceived the course value differently. While some found it manageable, others struggled with English language demands. According to interview question seven, international students found the course interesting despite its unfamiliarity. The Middle East female described intense work and demanding assignments yet achieved good grades through collaboration. The Indian female reported hard work and numerous assignments requiring teacher submission, yet noted that skill improved over time. The European female brought diverse background knowledge, combining prior study with current coursework to develop unique expertise. The African female noted that Nigerian education emphasized rote memorization and exam performance, whereas the current program required learning and summarization with less workload and greater flexibility. The African male worked as needed without excessive effort. The Chinese female continued learning English but noted teacher flexibility and adequate time to learn. Research on engineering students identified stress sources including curriculum difficulty, high workload, sleep deprivation, extensive assignments, and grade competition (Garmendia et al. 2008). The results of this study corroborate findings by Garmendia et al., who reported that European engineering students study between 20 and 37 hours weekly, whereas this study's students reported 15 to 40 hours weekly. Again, all students demonstrated individual strengths and weaknesses, having identified and adapted to these characteristics during their university studies.

Interview question six asked students to describe their course using provided descriptors. The Middle East female declined "challenging" and "rewarding" but affirmed all others. The Indian female declined "beneficial" but affirmed all others. The European female declined "stressful," "frustrating," "rewarding," and "overworking" but affirmed all others. The African female declined "comfortable," "interesting," "frustrating," and "overworking" but affirmed all others. The African male declined "comfortable," "challenging," and "beneficial" but affirmed all others. The Chinese female declined "time consuming," "frustrating," "rewarding," and "overworking" but affirmed all others. The Chinese male declined "comfortable" and "interesting" but affirmed all others. These mixed responses again suggest varying experiences, potentially linked to English language proficiency levels.

Leisure time is crucial to student life. Interview question eight examined how students spent spare time beyond studying. The Middle East male reported significant social changes, noting new friendships, collaborative study, and socializing at homes. The Middle East female, isolated without local family or friends, dedicated leisure time to personal activities and cooking. The Indian female attended social events and enjoyed library research, having worked as a content writer in India. The European female frequented the gym, maintained friendships, and searched for employment. The African female watched Hollywood films. The African male participated extensively in football. The Chinese female socialized with friends and contacted family on weekends. The Chinese male socialized with international friends while studying together. Students experience considerable academic pressure and workload during their university years, sometimes extending stress into leisure time through continued coping strategies. When under extreme pressure, students adopt different leisure-time strategies to manage stress, with approaches varying by personality type. Thus, all students possess individual strengths and weaknesses as learners, developing personalized learning and coping strategies.