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

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• The findings suggest the importance of developments in new technology, especially onlineservices, for part-time students irrespective of whether they are distance learners or taughtface-to-face. Part-time students’ reliance on such facilities is just one way in which theymanage the demands of studying part-time and their work and domestic commitments.• These findings also highlight the importance of university libraries which traditionally managethese online resources. Thus, while only a minority of students actually study in their universitylibrary (Table 5.1), the vast majority use their university library.• As Figure 5.5 shows the most popular services and facilities used occasionally or frequently,by over a half the students, were:− the university’s online resources (90%);− library (79%);− IT facilities (73%); and− catering (67%).• And it was the online resources and the library that were used most frequently (Figure 5.6).• Not surprisingly students’ access and use of these services varied by whether their course wasdelivered face-to-face or through distance learning.• A similar proportion of non-distance and distance learners used their university’s on lineservices but a higher proportion of students taught face-to-face than distance learners usedthe library (91% compared with 48%); IT facilities (80% compared with 51%); and cateringservices (70% compared with 47%).Figure 5.6:servicesPercentage of students who reported the frequency of use of the followingOnline resources(2615)103159Library (2591)213346NeverOccasionallyFrequentlyIT facilities (2566)274131Catering (2110)3343240% 20% 40% 60% 80% 100%Base: The base figures are reported in parentheses following the items. They include all students that reportthe item is applicable to them.Source: London South Bank University – UK Student Survey 2006Part-time students and part-time study: Strand 3 Universities UK 67
5.5.1 Travel to and from university/collegeAll students surveyed, except distance, learners were asked how they normally travelled to theircourse and how long it took them to reach their institution (Table 5.2).Table 5.2:Travel to courseWork Home AllPer cent travelling from: 46 54 100Of which, per cent reporting timetravelledLess than ¼ of an hour 14 7 10¼ to ½ hour 29 19 24½ to 1 hour 43 36 391 hour to 1½ hours 11 24 181½ hours or more 3 14 9Base 1,909Base: All students except distance learners.Source: London South Bank University – UK Part-time Student Survey 2006• Slightly less students travelled to their place of study from work (46%) than from home (54%).However, students employed full-time were much more likely than those with part-time jobs totravel from work (58% compared with 27%), and especially men in full-time jobs rather thanwomen (63% compared with 52%).• Overall, students travelling from home had further to travel to their place of study than thosetravelling from work.• Half as many students travelling from home as those travelling from work had journeys of lessthan a quarter of an hour (7% compared with 14%) while nearly three times as many had ajourney of an hour or more (38% compared with 14%).5.6 ConclusionsAll the students surveyed were currently studying and so had overcome the initial barriers toaccess and participating in HE. However, the majority still faced other obstacles and difficulties thatprevented them participating fully in their course, particularly a lack of time and competingdemands, both at work (83%) and at home (77%). Most struggled juggling part-time study with theirother commitments (78%) and could not devote enough time to study (62%), despite havingsympathetic staff who recognised these pressures (62%). These issues were exacerbated byunrealistic expectations about the amount of time needed to devote to their course (71%) andinadequate time management and study skills (65%), suggesting both an information and skillsgap. However, unaffordable costs were also a barrier to full participation for nearly half thestudents, especially low incomes students (64%), lone parents (62%), and women (58%).Part-time students and part-time study: Strand 3 Universities UK 68
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Part-time students and part-timestu
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TablesTable 1.1: Student support ..
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(35% compared with 12%); and two an
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1 IntroductionThis report is about
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• all three bands of the fee gran
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1.4 MethodsAn online web-based surv
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Table 1.2: Socio-economic character
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Page 35 and 36: towards a qualification (62%) and o
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Page 55 and 56: A further 16 per cent of the survey
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Page 71 and 72: 6 The long view6.1 Course’s value
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Page 75 and 76: Taylor, C (2006) Graham Review of P
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Page 85 and 86: Data AnalysisFollowing the completi
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