INTRODUCTION
Many students of HRM in Taguig City University work part-time Employment during school could improve grades if working promotes aspects that correspond with academic success, such as industriousness or time management skills, or instead reduce grades by reducing time and energy available for school work. Otherwise, working might be associated with academic performance, yet not directly influence it, if unobserved student differences influence both labor supply and grades. Unmotivated students might neither work for pay nor receive good grades because they put little effort into the labor market or school. In contrast, HRM students uninterested in academics might work long hours that would otherwise have been devoted to leisure. Students might misjudge the link between college achievement and future earnings when making labor supply decisions. If so, obtaining a consistent estimate of how such decisions affect academic performance is prospectively important for policy consideration.
Some of HRM students in Taguig City University Students are more likely to work than they are to live on campus, to study full time, to attend a four-year college or university, or to apply for or receive financial aid. Students work regardless of the type of institution they attend, their age or family responsibilities, or even their family income or educational and living expenses. Most HRM students at Taguig City University face many challenges in their already busy everyday lives. Some students work full or part time while attending college. Others also support families of their own in addition to working full time while furthering their education
A student refers to someone who is formally engaged in learning, especially the one who is enrolled in a school or college. You would call an individual a student if he or she is a learner. Employment then correlates to jobs, vocation, profession, and etc. would you then define ‘working student’? On another person’s mind, they would think of it as a HRM student who engages in learning and working at the same time. It does not matter what nature of work it would be.
Their reason for working is mostly due to the fact that they lack the financial support they need. Few would reason out that they only needed the extra income for personal leisure. Parents would normally support their child for their education. In relation to the expenses of HRM college students like tour familiarization, culinary, seminars etc. many families face difficulties in financing their children’s education

SIGNIFICANCE OF STUDY
As a researcher, the main purpose of the study is to know the factors that affect the academic performance of working students. In addition, this paper aims to provide encouragement and motivation to all students especially those HRM students who are financially distressed to pursue and finish a college degree in order to be competitive in the future and be able to realize their goals and aspirations. It may also provide learning experiences and information to other students who are not working.
The Researchers topic The Advantages and Disadvantages of BSHRM part time Working Students in Taguig City University tells about the conduct of those students who are working at the same studying. We choose this matter for us to better understand on how they manage their time and what its effects to their studies.
The Researchers have chosen the topic to satisfy their curiosity. As for us student who’s only supported by their parents can't encounter these way of life. So we settle this issue to be familiarize with their community. As a matter of fact they're highly regarded since they supervise their time in working and studying.
We the researchers know how life hard is. Because of poor economy the youth supported themselves to be able to attend school. That is another bases why they're some students are working due to the fact of insufficiency when it come to.
In order to accomplish our objectives, we adopted several methodologies in obtaining data and information such as conducting surveys by providing questionnaires to our subjects, getting information in the internet and conducting interviews personally and honestly with our target subjects to get assurance that our data, information and values gathered were correct and accurate.
We also adopted the recommendation and referral approach to enhance our networking and be able to interview more samples as possible.
The main reason why many HRM college students work is because they need the money to sustain their needs and wants also for living expenses. Others include the potential to learn new skills and make valuable workplace contacts. Working while in college could help to limit how much you have to borrow to fund your education and leave you with a smaller debt load on graduation day.
A college job could help you to develop valuable time management and organizational skills and improve your ability to focus and concentrate. Coordinating work and study can be challenging, but it can also pay off by forcing you to learn techniques to use your time as productively and efficiently as possible. Depending on the nature of your college job, you may learn new skills that will come in handy in school and/or in the workplace after you graduate. Working can create networking opportunities and references that could be invaluable after graduation, when you are looking for your first full-time job.
Working while in college could strengthen your resume, giving you an important advantage when looking for a job. Not only might the skills that you learn and use in your college job be marketable on your resume, but the independence, work ethic and ability to multi-task reflected in successfully combining school and work may be highly valued by potential employers.
If you do decide to work, seek out a college job with flexible hours that can accommodate your academic schedule and initially limit the number of hours your work until you can judge what is manageable for you. You can always add hours later if you want to. Also, take your job seriously. While it may not be your life's work, make a point of being reliable, conscientious and hard working when on the job, both because you owe it to your employer and, more selfishly, because you may want a reference from your employer in the future.
THEORITICAL FRAMEWORK
Students should work throughout college. As a researcher we think that working in college level while studying can help many HRM students or some studentss to grow up and learn responsibility. It can teach them how to wisely use and manage their money for when they go out into the real world. It helps them to mature and to realize they need a job and an education to succeed in the real world. It may also help you to decide what type of business you want to get into in the future.
We believe that many HRM students in Taguig City University start to work because of their life status and lack of money to sustain financial needs and wants. Almost all HRM students in TCU are holding down a job either part or full time.
As a HRM working student could help you to develop valuable time management and organizational skills and improve your ability to focus and concentrate. Coordinating work and study can be challenging, but it can also pay off by forcing you to learn techniques to use your time as productively and efficiently as possible. Depending on the nature of your college job, you may learn new skills that will come in handy in school and/or in the workplace after you graduate. Working can create networking opportunities and references that could be invaluable after graduation, when you are looking for your first full-time job.Working while in college could strengthen your resume, giving you an important advantage when looking for a job. Not only might the skills that you learn and use in your college job be marketable on your resume, but the independence, work ethic and ability to multi-task reflected in successfully combining school and work may be highly valued by potential employers. Depending on your college job and the number of hours that you work, you may be eligible for benefits from your job.
If you do decide to work, seek out a college job with flexible hours that can accommodate your academic schedule and initially limit the number of hours your work until you can judge what is manageable for you. You can always add hours later if you want to. Also, take your job seriously. While it may not be your life's work, make a point of being reliable, conscientious and hard working when on the job, both because you owe it to your employer and, more selfishly, because you may want a reference from your employer in the future.
STATEMMENT OF THE PROBLEM
1. How do the corresponding workloads and required working hours affect the studies of HRM working students from Taguig City University?
2. How do the HRM working students of Taguig City University become effective in their studies?
3. How do the students of Taguig City University benefit from this study?
4. What are reasons why some of HRM students at Taguig City University are oblige to work while studying?
5. Are there any advantages or disadvantages engaging in work while in school?
6. What are the issues affecting the academic performance of college working students?
7. How does it affect the working student’s academic performance?
STATEMENT OF HYPHOTHESIS
This research takes the following variables in order to derive its hypotheses, with the purpose of examining the potential impact of HRM working students and behaviors in work.
This research uses “skill variety” and “job autonomy” as the attributes of part-time Work considered impacting the career development of university students. The research also uses “job crafting” as the behaviors of students to part-time work that is considered to impact career development. a variety of different skills to complete his/her work. The greater the skill variety, the greater the number of skills required in order to do the job. In general, student part-time worker typically involves mainly standard, simple tasks, making it difficult for students to gain specialist skills, but it is thought that these include at least some of the basic skills required to work as a member of society, For example, in addition to the skills required to complete the allocated tasks and knowledge of the industry in which the part-time work is done, students may obtain teamwork or leadership skills when they are placed in a working environment that requires them to work alongside other employees. They will also learn customer interaction skills and how to deal with customer complaints when they are engaged in customer service. Furthermore, in some cases students learn specialist, complex skills from their work, or skills relating to problem finding and problem solving through implementing improvements to their workflow. As a result, part-time work requiring a greater number of skills not only provides a greater number of opportunities to acquire specific knowledge and skills required as member of society, but also broadens the perspective of the student in regard to the world of business and employment, thereby offering the student a high level of benefit for career development.
According to job design theory, a higher degree of job autonomy gives the worker more responsibility, which can lead to greater motivation and productivity at work. For this reason, when a university student engages in part-time work in which there is a high degree of autonomy, their sense of responsibility for their work will be increased, which is likely to raise the possibility that they will acquire the necessary skills and gain awareness relating to employment, such as the need to abide by rules, etc. In addition, since a higher degree of job autonomy provides opportunities for the student to think for themselves about how to do their job and manage their schedule, this autonomy can be expected to provide a range of opportunities to acquire a range of knowledge and experience within a creative process. As a result, engaging in part-time work that has a high degree of job autonomy is thought to contribute significantly to the career development of university students.
The proactively of students engaging in part-time work is considered particularly important when thinking about behaviors towards engaging in part-time work. Proactively is Something that is currently particularly desired of young people in the workforce, regardless of whether it applies to part-time or full-time work. Within this research, one type of behavior engaged in proactively by students within part-time work activities is “job crafting.”
When applied to part-time work done by university students, the addition of new tasks to the task originally set, and the improvement of efficiency and adding of value to one’s work through consideration of the order in which tasks are done, and care in scheduling, equates to the first behavior; interacting with many other employees and related persons in order to improve work flow, or being considerate of or accommodating people related to the job equates to the second; and working to discover the meaning and significance of work, and investing emotional energy into work, rather than considering part-time work as a mere time transaction, Furthermore, discovering new significance within one’s work, and working to improve one’s own motivation and sense of worth within the job, may improve the student’s affirmative view of future work and employment, and raise confidence. In this way, job crafting within part-time work brings a range of learning benefits that relate to future careers, including diverse work knowledge and skills, a proactive
This research takes the number of hours worked in part-time job per week as the quantitative aspect of part-time work experience that impacts career development. In order for part-time work experience to be beneficial in career development, it may be necessary for a certain amount of time to be spent at work. It may not, however, be expected that these benefits simply increase the longer the hours worked. Since part-time work tends to involve relatively standard, simple work, there is a ceiling to the knowledge and skills that can be acquired, and once a certain amount of skills development has been achieved through working a fixed amount of time in part-time work, it is considered that the student will have learned all he/she is able to. In addition to this, working long hours in part-time work brings with it some potential harmful effects. Obviously a student’s career development is not dependent solely on part-time work experience. It also takes place as a result of attendance at class and other aspects of student life. Spending long hours in part-time work reduces opportunities to spend time in other activities, and may lead to students losing other opportunities for career development. The relationship between the number of hours worked in part-time job per week and the career development of a university student, shows that to a certain point, the level of career development rises with longer working hours, but that working longer hours above this point can in fact have a proportionally negative impact on career development, resulting in an inverted U-shaped curve. In other words, it is thought that there is an optimum amount of time to be spent on part-time work in order for it to be useful in career development, but when the part-time work is not considered to be particularly specialized, the career-related learning benefits associated with skill variety will not simply increase relative to longer working hours. Conversely, career-related learning benefits for students may actually be reduced with longer working hours, or they may cease as a result of the ceiling effect. In other words, when considering the inverted U-shaped relationship between working hours and career development, the higher the level of skill variety, the shorter the optimum working hours at a part-time job will be. On the other hand, since in part-time work with low levels of skill variety, shorter hours spent at work provide few career development benefits, the optimum number of working hours will be longer than in jobs with high skill variety. At the same time, the relationship between job autonomy or job crafting and career development is more significant in cases where a longer number of hours are worked per week. Students doing highly autonomous work, or who engage proactively in their part-time work, and who implement creative measures or trial-and-error will require a certain amount of time to pass before their actions bear fruit, and they see the learning benefits. Students who are active beyond the boundaries of the tasks allocated to them, through highly autonomous work and/or job crafting, not only learn the skills required to undertake the work required of them, but also face a greater scope of learning opportunities regarding the work being done around them and the frameworks used in the workplace as a whole, as well as building relationships with a broad range of people, and therefore are able to learn more when they work longer hours. For this reason, when assuming an inverted U-shaped curve in the relationship between hours spent in part-time work and career development.