New Learning Paradigms? Exploring the part-time student’s experience 1989 – 2007 James Williams Centre for Research into Quality Birmingham City University

Context Part-time study increasingly popular ‘Alternative route’ through HE – UK govt policy Long history of part-time study in ‘Anglo-saxon’ HE systems Clear dichotomy in US, UK, Australia Distinction not made clearly in Europe Bologna – a place for part-time approach? ‘Standard’ vs ‘non-standard’

Part-time study - studied Major govt study in UK, 1919 Flurry of research in late 1980s/ early 1990s – Tight (1989), Bourner (1991) Green et al (1989) – Birmingham Polytechnic survey of part-time experience Major snapshot survey carried out by Yorke and Longden (2008) Several institutional surveys carried out over time – what has changed over time? What are the consistent concerns?

A balancing act Working full-time balanced with studying in evenings and weekends Family commitments – strain on relationships (Educating Rita, 1983) Health – strain on health Childcare – lack of time for study; lack of space; restricted by ‘school run’

[I] have three young children and having to travel 40 miles round trip to the UCE, the disorganisation of some weeks only add to the already high stress levels. Having to plan child care, petrol etc to be at UCE for ONE lecture appears to be time consuming and wasteful. (Health and Community Care, 2001)

But let me ask you, if you have 4 children, a Husband and an elderly sick father to look after, how much time would you have to do this [degree]? And also studying in the evening meant that most [staff] have gone home by the time I come to study. So my first suggestion is that the university make a provision to tell mature students… during induction where and when they can get help, someone to talk. (Law & Social Science, 2007)

Assessment & Feedback A & F important issue for most students Keeping to strict timescales important Feedback needed promptly Useful feedback required Both are of higher order of importance than for full-time students Value of regular and frequent assessment to re- assure part-time students (cf Lucas and Issaroff, 2003) BUT part-time students more positive about feedback than other students

Usefulness of lecturers’ feedback

If tutors could give students feedback on the assignments sooner it would help because students could take that feedback advice when completing later assignments. (Law & Social Science, 2007)

Access to facilities Library resources out of hours – libraries have increased opening hours and no longer such an issue Computing no longer so important – students have access to computing at home Catering – lack of open catering outlets in evenings: ‘Also the provision of food after 5 pm is very poor.’ (Business School, 2007) Security out of hours – empty campuses in evenings

Social Life & the Union Union activities aimed at younger students No time to use Union facilities Living at home so might use local facilities Full-timers expect to have a more holistic experience? Part-timers expect to study?

Financial concerns Need to work and study leads to inevitable strains – this is an issue now shared by full-time students In context of fees, concern for ‘value for money’ – part-time students increasingly aware of paying for study Significant self-sacrifice – many part-time students give up a great deal financially to study

I have had to sell everything including my house to study; there is no obvious support for mature/postgraduate students. (Art, 2007)

The ‘Other’ in HE? Perceptions of negative attitudes of staff and institutions Some inappropriate attitudes from staff Physical environment Not viewed as ‘Normal’ students by University Structures in place that favour full-time students Feeling of marginalisation

Implications Attitudes need to change Integrate part-time students into life of the institution? HEIs need to adapt structures - services HEIs need to recognise part-time study as different

New Learning Paradigms? Exploring the part-time student’s experience 1989 – 2007 James Williams Centre for Research into Quality Birmingham City University