Part-time Students And part-time Study In Higher ... - Universities UK

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• The fourth most common reason cited as very important, by 55 per cent of students, was theirdesire to be stretched intellectually. Once again, older people (aged 50 and over) mostfrequently gave this intellectual reason, followed by those who were not working (63%).• Interestingly, few students were motivated to pursue their qualification/course for social reasonsfor example for fun (17%), or to meet new people (11%).• These findings suggest that part-time students have very mixed reasons for studying dependingon the stage in their lifecycle, their labour market involvement, and existing educationalqualifications. However, their main motives for studying largely reflect those of full-time studentsfound in other studies (eg Unite, 2006).2.3 Why students chose their particular HEI/collegeFigure 2.3: Percentage of students who reported that the given reason was very importantwhen choosing the institution where they studyOffered the subject I wanted to study (2562)74%The course was at a convenient time (2338)60%Good academic reputation (2490)Near my place of work or home (1836)47%46%Particularly good for distance learning (1420)Employer directed me (829)Previously studied here (814)No local part-time courses (1447)Personal recommendation (1320)I liked what I saw at an open day (1083)Only institute which offered me a place (832)No entry qualifications required (1298)Cheaper course (1339)38%33%31%30%24%21%16%13%10%0% 20% 40% 60% 80%Base: The base figures are reported in parentheses following the reasons. They include all students that reportthe reason is applicable to themSource: London South Bank University – UK Part-time Student Survey 2006• All students were asked to rate how important a number of factors where in their decision toattend their particular HEI/college.• Their choices were dictated by practical considerations rather than academic related ones suchas the academic reputation of the institution they attended.• Most part-time students were working and had familial ties, and consequently their choice ofinstitution, and to some extent their choice of course, were constrained and influenced by theserealities.Part-time students and part-time study: Strand 3 Universities UK 21
• By far the most frequently cited very important reason students gave for choosing theirinstitution was that it offered the subject they wanted to study (74%). And this was especially thecase for lone parents (79%), students aged 50 and over (78%), and with a degree or higherqualification at the start of their course• Convenience affected the second and fourth very important issues students took intoconsideration when selecting a particular HEI/college – convenient timing of the course (60%)and the proximity of the institution to their home or work (46%) (Figure 2.3 – see also Appendix1, Table A2.3).• The timing of the course at the HEI of choice was particularly important for women rather thanmen (65% compared with 51%), those with low levels of qualification before starting their course(68%), and those pursing distance learning courses.• The institutions’ location was most important for lone parents – 53 per cent of whom cited thisreason.• The third very important factor influencing students choice of HEI/college was its academicreputation – mentioned by 47 per cent of students, especially those aged 50 and over (57%)and lone parents (57%).• Overall, only one in ten students said that a very important factor in their choice of HEI/collegewas the price of their course relative to other courses. However, it was a more frequently citedas an important issue for students on low or fixed incomes such as people aged 50 and over(17%), lone parents (15%), and non-working students (15%).2.4 ConclusionsAffordability was the key reason why students choose to study part-time rather than full-time as theycould not afford to give up their job, especially if working full-time. Other, pragmatic factors alsoshaped students’ decisions and choices. The vast majority were working and a sizeable minority alsohad family ties, and so their choices were both constrained and influenced by these commitments –part-time study had to be fitted around these realities and the other demands of their daily lives. So,students were drawn to part-time study because it was more convenient, particularly for studentswith children, and those choosing to study via distance learning courses. Convenience also affectedwhere they studied. They selected an HEI because the timing of the courses suited their existingcommitments and because of its proximity to work or home. However, the subjects on offer were themost common reason for choosing a particular HEI.Students’ motives for studying were primarily instrumental. Most important were their desire to gain aqualification and improve their skills, labour market and career prospects – concerns linked to theLifelong Leaning agenda of upskilling. However, they were also motivated by intellectual factors,such as an interest in the subject and a desire to be stretched intellectually or continue their learning.Part-time students and part-time study: Strand 3 Universities UK 22
Page 2: Part-time students and part-timestu
Page 5 and 6: TablesTable 1.1: Student support ..
Page 7 and 8: (35% compared with 12%); and two an
Page 9 and 10: 1 IntroductionThis report is about
Page 11 and 12: • all three bands of the fee gran
Page 13 and 14: 1.4 MethodsAn online web-based surv
Page 15 and 16: Table 1.2: Socio-economic character
Page 17 and 18: Table 1.3: Institutional characteri
Page 19 and 20: 2 Reasons for studying2.1 Why stude
Page 21: Figure 2.2: Percentage of students
Page 25 and 26: • Those students incurring the lo
Page 27 and 28: Table 3.2: Amount of course/tuition
Page 29 and 30: − on short courses lasting one ye
Page 31 and 32: Table 3.4: Full-time equivalent lev
Page 33 and 34: • By contrast, in Woodley’s (20
Page 35 and 36: towards a qualification (62%) and o
Page 37 and 38: 3.2.2 Who pays the other course cos
Page 39 and 40: • Of the total costs, 59 per cent
Page 41 and 42: Table 3.9: Average total costs by s
Page 43 and 44: 3.1.1), the majority (71%) of stude
Page 45 and 46: 3.4 Students’ incomeThese expendi
Page 47 and 48: 4 Attitudes to the costs of study a
Page 49 and 50: Figure 4.2 indicates that such a lo
Page 51 and 52: Figure 4.4: Cumulative percentages
Page 53 and 54: However, there were significant dif
Page 55 and 56: A further 16 per cent of the survey
Page 57 and 58: Table 4.2: Percentage of students s
Page 59 and 60: Just over one in five students thou
Page 61 and 62: higher proportion of students than
Page 63 and 64: in five (22%) students disagreed wi
Page 65 and 66: Figure 5.3: Percentage of students
Page 67 and 68: Table 5.1: Where students study: Me
Page 69 and 70: 5.5.1 Travel to and from university
Page 71 and 72: 6 The long view6.1 Course’s value
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were intending to go for promotion,
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Taylor, C (2006) Graham Review of P
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Table A2.2: Percentage of students
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Table A4.1: Attitudes to student su
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9 Appendix 2 - Technical report9.1
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surveys the data is not able to inf
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Data AnalysisFollowing the completi
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Table A3: Qualification aim - compa
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