Experiences of Work-Study Students at Walton Whaley Library (WWL) of Valley View University, Oyibi Campus, Accra

Abstract

The escalating costs of higher education and limited family financial support have compelled many undergraduate students in sub-Saharan Africa to engage in work-study programmes while pursuing their degrees. This phenomenological study explores the lived experiences of work-study students at Walton Whaley Library (WWL), Valley View University (VVU), Oyibi Campus, Accra, Ghana. Drawing on Goode’s (1960) role strain theory, the study specifically examines students’ motivations for participation, the availability and perceived effectiveness of support mechanisms, and the challenges encountered in balancing library work with academic responsibilities. Data were collected through semi-structured face-to-face interviews with the entire population of 11 work-study students assigned to various sections of the libraryThematic analysis revealed three major themes: (1) financial necessity and the pursuit of practical LIS skills as primary motivations; (2) the presence of flexible scheduling, supervisor mentorship, and limited counselling services as forms of support; and (3) significant challenges including role overload, time conflicts, physical and mental exhaustion, and difficulties maintaining academic performance. The findings indicate that while work-study at the library offers valuable transferable skills and a sense of institutional belonging, role strain, manifested as role conflict and overload, often undermines students’ well-being and academic outcomes. By addressing these issues, institutions can transform work-study experiences into genuine high-impact practices that support both student success and library operations.