The benefits of higher education study for part‐time students

Jamieson, Anne; Sabatés, Ricardo; Woodley, Alan; Feinstein, Leon

doi:10.1080/03075070802597010

Cited by 26 publications

(28 citation statements)

References 13 publications

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“…There are few studies focusing specifically on the economic benefits of part‐time higher education studies, though the review did identify a number of reports from four studies (Brennan et al ., 1999, 2000; Woodley and Simpson, 2001; Woodley and Wilson, 2002; Adshead and Jamieson, 2007; Feinstein et al ., 2007; Jamieson, 2007a, b; Swain et al ., 2007; Jamieson et al ., 2009). Despite an increasing literature on the broader public economic benefits of higher education qualifications (Pricewaterhouse Coopers, 2005; Bloom et al ., 2008), all the publications reported on here focused on the personal (i.e.…”

Section: Findings From the Reviewmentioning

confidence: 99%

“…Career outcomes. In addition to increased personal income, studies reported on other positive employment outcomes of part‐time study including career changes, increased career opportunities, job promotion and satisfaction (Brennan et al ., 1999; Woodley and Wilson, 2002; Feinstein et al ., 2007; Jamieson et al ., 2009). As discussed earlier, motivations for study are closely related to perceived outcomes.…”

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confidence: 99%

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The Benefits of Part-Time Undergraduate Study and UK Higher Education Policy: a Literature Review

Bennion

Scesa

Williams

2011

Higher Education Quarterly

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Part-time study in the UK is significant: nearly 40 per cent of higher education students study part-time.This article reports on a literature review that sought to understand the economic and social benefits of part-time study in the UK. It concludes that there are substantial and wide-ranging benefits from studying part-time. The article also aims to place the discussion in the current policy context by drawing attention to the fact that while part-time study is seen as important for increasing the global competitiveness of the UK economy, expansion of higher education has tended to focus on the young, full-time student; furthermore, part-time study is less generously resourced compared to full-time study. New policy pronouncements made in 2009 appear to recognise these policy contradictions, which state that most future growth will be in provision other than the full-time, 3-year undergraduate degree. Indeed, the Government's independent review of fees has recognized that parity of funding is an issue and its recommendations on part-time study have been endorsed by the government.

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Section: Findings From the Reviewmentioning

confidence: 99%

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confidence: 99%

The Benefits of Part-Time Undergraduate Study and UK Higher Education Policy: a Literature Review

Bennion

Scesa

Williams

2011

Higher Education Quarterly

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“…Other studies have also shown that mature students face a range of institutional constraints, including differential patterns of access (Reay et al, 2005), institutional culture and course factors (McGivney, 2006), financial difficulties (Gorard et al, 2007) and differential patterns of employment (Jamieson et al, 2009). Margison (2011) makes a useful distinction between fairness (e.g.…”

Section: Widening Participation In Higher Education In Greece and Engmentioning

confidence: 99%

Mature student experiences in teacher education: widening participation in Greece and England

Kaldi

Griffiths

2013

Journal of Further and Higher Education

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In the context of a growing number of mature students entering higher education in Europe, this study breaks new ground in comparing the personal and professional identities of mature student teachers in Greece and England. Using an analytical model of student success by Zepke and Leach (2008), the research sought to identify the factors affecting the progress and development of 30 mature student teachers (15 in each country). It was found that individual motivation and prior experience were assets in the development of the beginning teachers, while peer and family support were vital success factors. In the English context, institutional support by university and school-based tutors was also strong. Barriers included financial difficulties and domestic responsibilities, which impacted in particular on mature women students. Some recommendations to improve institutional support for mature student teachers are made in conclusion.

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“…Crucially, part-time students, most of whom are also mature, are not a homogeneous group (Smith, 2008), and are linked only by their selected mode of study (Jamieson et al, 2009). …”

Section: Literaturementioning

confidence: 99%

Financial risk and inflexibility: part-time HE in decline

Butcher¹

2015

Wide Particip Lifelong Learn

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The last special edition of this journal featured a range of articles exploring important issues around the impact of financial support on access to higher education, and subsequent persistence and achievement. The authors focussed on the unstated assumption that all HE students are full-time, and their findings implied that all students in need of financial support are 18 -21 years old. In a UK context, this ignores the 28% of HE students who can only study part-time, a group disproportionately represented by mature students from disadvantaged backgrounds. This article draws on a UK-wide study of part-time learners in HE (Butcher, 2015) to argue that the financial challenges faced by part-time HE students, together with the inflexibilities in many university systems, contribute to the diminishing attraction of part-time study, and may play a significant role in the dramatic decline in parttime HE numbers in England, and to a lesser extent across the UK, since 2010.

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The benefits of higher education study for part‐time students

Cited by 26 publications

References 13 publications

The Benefits of Part-Time Undergraduate Study and UK Higher Education Policy: a Literature Review

The Benefits of Part-Time Undergraduate Study and UK Higher Education Policy: a Literature Review

Mature student experiences in teacher education: widening participation in Greece and England

Financial risk and inflexibility: part-time HE in decline

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