Article An Integrated Model of Work–Study Conflict and Work–Study Facilitation Mikaela S. Owen 1 , Phillip S. Kavanagh 1 , and Maureen F. Dollard 1 Abstract The rise in working university students is a global phenomenon with more than half of the student population working while studying at university. Within this trend of dual participation, working students face unique stressors such as work–study conflict and facilitation. Work–study conflict drives students’ poor health, whereas work–study facilitation drives positive academic outcomes. In this article, we review and critique several work–study interface models proposed to explain the development and consequences of these stressors. The review uncovers important omissions and limitations of the models, reducing their utility and generalizability. Therefore, we propose a new work-to-study model, which addresses the omissions of the previous models. The work-to-study model builds on the current literature and models and integrates psychosocial safety climate theory, as it relates to the extended job demands–resources model to advance our understanding of the development and consequences of work–study conflict and facilitation. Keywords work–study conflict, work–study facilitation, working students, psychosocial safety climate, job demands–resources model Currently in Australia and across the globe, most university students are working while studying. For example, from 2007 to 2010, the rates of working students in Australia remained relatively stable yet high in the Australasian Survey of Student Engagement, ranging between 65% and 69% for first-year university students, and 71% to 76% for later year students (Coates, 2015). Additionally, high propor- tions of working students are found in the United States (78%; American Council on Education, 2006) and United Kingdom (75%; National Union of Students, 2008). Participation in paid employment while studying appears to be common practice for students. Research indicates that working while study- ing can lead to detrimental outcomes such as low academic engagement, poor grades, high turnover 1 School of Psychology, Social Work and Social Policy, Asia Pacific Centre for Work Health and Safety, University of South Australia, Adelaide, South Australia, Australia Corresponding Author: Mikaela S. Owen, School of Psychology, Social Work and Social Policy, Asia Pacific Centre for Work Health and Safety, University of South Australia, GPO Box 2471, Adelaide, South Australia 5001, Australia. Email: mikaela.owen@mymail.unisa.edu.au Journal of Career Development 1-14 ª Curators of the University of Missouri 2017 Reprints and permission: sagepub.com/journalsPermissions.nav DOI: 10.1177/0894845317720071 journals.sagepub.com/home/jcd