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Geoff Mason - One of the best experts on this subject based on the ideXlab platform.
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Part‐Time Higher Education: Employer Engagement Under Threat?
Higher Education Quarterly, 2014Co-Authors: Geoff MasonAbstract:Employer support for employees who are studying part-Time for Higher Education qualifications constitutes a form of indirect employer engagement with Higher Education institutions that has contributed strongly to the development of work-related skills and knowledge over the years. However, this form of employer engagement with Higher Education institutions now seems to be in some jeopardy, with reduced employer willingness to subsidise high Education course fees: partly because of slow economic growth since the 2008–09 recession and partly because of increases in tuition fees. These cutbacks in employer support for part-Time study may have contributed to the sharp decline reported in the numbers studying for part-Time undergraduate Higher Education qualifications in the United Kingdom since 2009. One important implication for policy-makers is that, without new initiatives designed to encourage employer support for part-Time study, this form of Education is now less likely to contribute to the adult skills upgrading required to bring United Kingdom skills up to the standards of leading industrial nations.
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part Time Higher Education employer engagement under threat
Higher Education Quarterly, 2014Co-Authors: Geoff MasonAbstract:Employer support for employees who are studying part-Time for Higher Education qualifications constitutes a form of indirect employer engagement with Higher Education institutions that has contributed strongly to the development of work-related skills and knowledge over the years. However, this form of employer engagement with Higher Education institutions now seems to be in some jeopardy, with reduced employer willingness to subsidise high Education course fees: partly because of slow economic growth since the 2008–09 recession and partly because of increases in tuition fees. These cutbacks in employer support for part-Time study may have contributed to the sharp decline reported in the numbers studying for part-Time undergraduate Higher Education qualifications in the United Kingdom since 2009. One important implication for policy-makers is that, without new initiatives designed to encourage employer support for part-Time study, this form of Education is now less likely to contribute to the adult skills upgrading required to bring United Kingdom skills up to the standards of leading industrial nations.
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The supply of part-Time Higher Education in the UK
2010Co-Authors: Claire Callender, Anne Jamieson, Geoff MasonAbstract:This report explores the supply of part-Time Higher Education in the UK, with particular consideration to the study of part-Time undergraduate provision in England. It is the final publication in the series of reports on individual student markets that were commissioned by Universities UK following the publication of the reports on the Future size and shape of the Higher Education sector in 2008/09. It considers the factors facilitating and inhibiting the supply and growth of undergraduate part-Time Higher Education. The study charts the scale and nature of both the undergraduate and postgraduate part-Time student population in the UK and maps the geography of part-Time Higher Education, highlighting regions with high and low levels of part-Time provision. It includes case studies of 15 English universities located in regions with high and low levels of provision. The case studies aim to explain the regional distribution of part-Time undergraduate courses and to understand the external and internal factors that promote and hinder part-Time undergraduate Higher Education. The final section examines part-Time student funding and finances and explains why the present arrangements represent an important barrier to the development of this market.
Claire Callender - One of the best experts on this subject based on the ideXlab platform.
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The hidden benefits of part-Time Higher Education study to working practices: is there a case for making them more visible?
Journal of Education and Work, 2014Co-Authors: Claire Callender, Brenda LittleAbstract:Within the UK, part-Time study is now seen as important in meeting wider government objectives for Higher Education (HE) and for sustainable economic growth through skills development. Yet, measures to capture the impact of HE may not be wholly appropriate to part-Time study. In particular, the continuing focus on tangible, economic measures may be down-playing, or even completely overlooking, other gains. Data from a longitudinal study of part-Time students show that irrespective of whether graduates had changed job or employer, or had stayed in the same job, individuals reported substantial work-related gains from their HE studies. We suggest that current research questions that focus on job moves and progression within the labour market, may well be the wrong questions to ask to gauge measures of benefits/returns to HE. Further research is needed to develop measures to fully capture the social returns of skills acquisition through part-Time study.
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Futuretrack: part-Time Higher Education students two years after graduating
2013Co-Authors: Claire Callender, David G. WilkinsonAbstract:This report presents findings from a follow-up survey conducted in 2010/11 of 1021 part-Time students who were originally surveyed in 2007/08 when they were in their final year of undergraduate study. The report examines how these students progressed in the two years following the original interviews,and asks what qualifications they achieved, whether they went on to further study, and what impact their course had on their career development.
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Futuretrack: Part-Time Higher Education Students: the benefits of part-Time Higher Education after three years of study
2012Co-Authors: Claire Callender, David G. WilkinsonAbstract:This report is based on the findings of a follow-up survey conducted in 2010 of 261 UK domiciled part-Time undergraduates who were originally surveyed in 2008 when they were nearing the end of their first year of HE study. We examine how these individuals have progressed two years after they were first interviewed, when they were in their third year of study. Specifically, we focus on their experiences of study, and what impact their course has had on their career development. This study is one of only a few longitudinal studies of part-Time undergraduate students in the UK, which has tracked student progression over Time. While the number of students surveyed in this part of study is small and may not be representative of all part-Time students, the survey confirms the importance of part-Time study and demonstrates its positive effects for employers, employees, and the wider economy and economic prosperity. The skills respondents learn on their part-Time undergraduate courses are used effectively in their jobs and bring real, sustainable benefits to the individuals concerned. Among the respondents, part-Time study contributes to quantifiable changes such as job moves, Higher salaries, and promotion. It also leads to less tangible, qualitative changes to individuals’ working lives which are felt by both respondents who do, and do not, change employer or job. But above all, these benefits start to take effect well before the part-Time students surveyed had completed their studies, and graduated. However, there are some worrying early warning signs that part-Time students employers’ may be unable or unwilling to meet all of the large increase in tuition fees to be introduced in 2012/13, especially because of financial constraints due to the economic recession. This might restrict opportunities to participate in part-Time study, especially for those wishing to re-skill or update their existing skills. Investing in skills development throughout a person’s lifeTime is at the heart of skills policies, and part-Time Higher Education study is integral to that. Higher Education funding policies need to support that ambition.
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The supply of part-Time Higher Education in the UK
2010Co-Authors: Claire Callender, Anne Jamieson, Geoff MasonAbstract:This report explores the supply of part-Time Higher Education in the UK, with particular consideration to the study of part-Time undergraduate provision in England. It is the final publication in the series of reports on individual student markets that were commissioned by Universities UK following the publication of the reports on the Future size and shape of the Higher Education sector in 2008/09. It considers the factors facilitating and inhibiting the supply and growth of undergraduate part-Time Higher Education. The study charts the scale and nature of both the undergraduate and postgraduate part-Time student population in the UK and maps the geography of part-Time Higher Education, highlighting regions with high and low levels of part-Time provision. It includes case studies of 15 English universities located in regions with high and low levels of provision. The case studies aim to explain the regional distribution of part-Time undergraduate courses and to understand the external and internal factors that promote and hinder part-Time undergraduate Higher Education. The final section examines part-Time student funding and finances and explains why the present arrangements represent an important barrier to the development of this market.
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The impact of institutuional financial support in England: Higher Education students' awareness, knowledge and take-up of bursaries and scholarships
2009Co-Authors: Claire CallenderAbstract:This report is based on a survey of full-Time Higher Education students in England, commissioned by the Office for Fair Access (OFFA), and undertaken by Professor Claire Callender of Birkbeck University of London, and the National Institute of Economic and Social Research. It forms part of a larger programme of research conducted for OFFA, which aimed to explore Higher Education Institutions‟ (HEI) strategies for improving the awareness and take-up of institutional bursaries and scholarships in England, and to examine the awareness, knowledge, and take-up of institutional bursaries and scholarships among full-Time undergraduate students, their parents and HE advisors in schools and colleges 1 and to produce a good practice guide for those working within HE responsible for bursaries and scholarships.
Ian Clark - One of the best experts on this subject based on the ideXlab platform.
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Part-Time Higher Education: Policy, Practice and Experience
1998Co-Authors: Tom Schuller, David Raffe, Brenda Morgan-klein, Ian ClarkAbstract:Getting where we are - recent development and debates defining the field provision and participation perspectives of institutional policy makers part-Time provision in four institutions part-Time students in the four institutions the student experience the employer relationship concluding discussion.
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Part‐Time Higher Education and the Student‐Employer Relationship
Journal of Education and Work, 1997Co-Authors: Tom Schuller, David Raffe, Ian ClarkAbstract:Abstract The article reports on research carried out for the Scottish Office between 1994 and 1997: case studies of two universities and two further Education colleges, involving interviews with staff and students, and postal surveys of students in each institution. It deals with the factors which shape students’ decisions to participate in part‐Time Higher Education, including vocational and personal motivations; and their modes of support from employers, in the shape of financial assistance for fees and Time off. We suggest that the process of participation is increasingly a matter of formal or informal negotiation which reflects the character of employment relationships, in diverse ways, and that while the prospects for part‐Time Higher Education are encouraging judged by student commitment and satisfaction, the patterns of employer support are highly variable.
Ian F. Pyper - One of the best experts on this subject based on the ideXlab platform.
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A Comparison of Part‐Time Higher Education Provision and Participation Rates in the UK: Implications for the Development of Provision in Northern Ireland
Higher Education Quarterly, 1998Co-Authors: Ian F. PyperAbstract:Most studies of Higher Education participation rates have been primarily concerned with the numbers of full-Time students most of whom have progressed into Higher Education soon after leaving secondary school or full-Time further Education. This paper seeks to compare part-Time provision and participation levels in Northern Ireland with that in other parts of the UK. The pattern which emerges is that part-Time participation rates in Northern Ireland do not appear markedly different to those in other parts of the UK. However there are distinctive features in the pattern of provision. Compared with Scotland, a much Higher proportion of part-Time HE in Northern Ireland takes place within the universities. It is argued that these differences should be considered when examining options for tackling the under-supply of HE places in Northern Ireland which are identified in the Northern Ireland Appendix to the Dearing Report.
Malcolm Tight - One of the best experts on this subject based on the ideXlab platform.
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Models of Part‐Time Higher Education: Canada and the United Kingdom
Comparative Education, 1994Co-Authors: Malcolm TightAbstract:Part-Time forms of Higher Education are an important, but frequently overlooked, aspect of provision in most Western developed countries (Tight, 1991). They are also growing in importance, as Educational systems, institutions, employers and students turn increasingly to part-Time study as a relatively cheap and convenient means of expanding access, and of moving towards mass participation in Higher Education. In some Western countries, particularly in Europe (e.g. France, Germany), no formal distinction is made between full-Time and part-Time students, though surveys demonstrate clearly that there are, de facto, many of the latter combining lengthy or discontinuous periods of study with full-Time or part-Time employment. Both Canada and the United Kingdom, in common with other English-speaking countries, do officially recognise part-Time study, but in different ways. In the UK the distinction is essentially financial (i.e. 'part-Time' courses and students are funded on a less generous basis), while in Canada it is based directly on the student's workload. In both countries part-Time study has increased in popularity to the extent that part-Time students-including those who are not studying for credit as well as those who are-are now in the majority (Campbell, 1984; Tight, 1990). There is much to be gained from carrying out comparative studies of two countries or systems (see, for example, Dahllhf, 1977; Skolnik, 1990; Goedegebuure & Meek, 1991; B. Williams, 1992), particularly where, as in this case, the two countries concerned are sufficiently different, but not too different. Canada and the UK share a long cultural inheritance, though their paths have diverged increasingly since the Second World War. The UK, with whatever misgivings, is coming to see its future in Europe; while Canada, as part of North America, has developed a Higher Education system which is now more similar to that of the US than any other country. This last comment suggests another key reason for comparing the UK with Canada, for Canada is not the US. Whenever British politicians, civil servants, educators or students are looking for policy inspiration or comparison, there is a tendency to look to the US: because it is big, modem and influential; because things that happen there are expected to happen in the UK in due course; and, perhaps chiefly, because they speak the same language. Hence the British suppose that they can readily understand American trends and apply them to themselves; but in so doing, they tend to ignore the cultural and social differences between the two countries.
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«I'm only doing it to get in the black gown': dream and reality for adults in part-Time Higher Education
Journal of Further and Higher Education, 1993Co-Authors: Loraine Blaxter, Malcolm TightAbstract:Abstract This paper argues that there is a rich variety of goals and motivations to be found among adults studying for arts and social studies awards in Higher Education institutions. The way in which the purposes of degree‐level study are described by participants is significantly influenced by age, gender and economic position. The purposes of study may also be best revealed in retrospect. The research reported here was a case study of the University of Warwick part‐Time degree programme. At the Time of the research there had been five years of enrolment, and the first students had just graduated.