A multi-layered exploration of students’ motivations for pursuing a work-study trajectory in Ugandan universities

The integration of work and university studies has become a widespread phenomenon, reshaping higher education to align with changing societal and economic demands. This study explores the motivations driving students to pursue a work-study trajectory in Uganda, focusing on two private and two public universities. A qualitative approach with an exploratory design was employed, using in-depth semi-structured interviews with 25 working undergraduate students, purposively selected. Data were thematically analysed using ATLAS.ti for organization, transparency and rigor. To account for the complexity of student motivations, the study adopted a multi-theory framework, drawing primarily on Self-Determination Theory and Ecological Systems Theory, and supplemented by Human Capital Theory, Cultural Capital Theory, Social Cognitive Career Theory, Expectancy Theory, Role Theory, and Maslow’s Hierarchy of Needs. This integrated approach enabled a comprehensive examination of individual, societal, and contextual factors influencing students’ decisions to combine work and study. Findings reveal three key categories of motivation: individual intrinsic, individual extrinsic and non-individual extrinsic, driven by personal growth, career aspirations, financial needs and family or, societal expectations. These motivations reflect the interplay of internal drives, role expectations, and environmental influences shaping students’ trajectories. The study offers insights into how universities can better support working students by developing flexible, inclusive academic strategies that recognize diverse learner needs. It also underscores the role of lifelong learning in promoting equity and adaptability within higher education systems. These insights contribute to the broader discourse on the intersection of higher education and employment and how this relationship, impacts students’ academic and professional success.