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

More documents

Recommendations

Info

Table A5.2: Other study constraintsDefinitelyMostlyNeitherMostlyDefinitelyBaseagreeagreeagree ordisagreedisagreeNdisagreeNot enoughtime to studyStruggle withstudy and othercommitmentsWorry aboutcosts of studyStaff recognisepressures22 40 21 13 3 2,62534 44 11 8 3 2,62416 24 25 16 19 2,11721 41 16 15 8 2,579Base: All students that report item is applicable to them.Source: London South Bank University – UK Part-time Student Survey 2005Table A6.1: Attitudes the costs of study and the returns of HEDefinitelyMostlyNeitherMostlyDefinitelyBaseagreeagreeagree ordisagreedisagreeNdisagreeCourse is good value formoneyWill benefit financiallyfrom courseWill benefit socially fromcourse30 43 21 4 1 2,58333 33 21 7 6 2,55124 32 32 7 6 2,580Base: All students that report item is applicable to them.Source: London South Bank University – UK Part-time Student Survey 2005Part-time students and part-time study: Strand 3 Universities UK 79
9 Appendix 2 – Technical report9.1 SamplingThe survey was intended to cover a representative sample of part-time students currently studyingat a randomly selected 25 HEIs in the UK, who had Internet/email access.It was the responsibility of each HEI to email all their eligible part-time students, inviting them toparticipate in the survey online. GfK NOP provided a standard email invitation, which was sent outto each HEI. A definition of what constitutes an eligible part-time student was also given to eachHEI, to ensure consistent sample selection criteria across all HEIs.The following definition of a part-time student was therefore used:• Must be a UK national.• Must be currently studying on a credit bearing course.• Must NOT be a postgraduate.• Can be an undergraduate on a first degree (ordinary or honours), or an otherundergraduate, which – defined by HESA – includes qualification aims below degree levelsuch as foundation degrees, diplomas in HE with eligibility to register to practice with a healthor social care regulatory body, higher national diploma (HND), higher national certificate(HNC), diploma of higher education (DipHE), certificate of higher education (CertHE),foundation courses at HE level, NVQ/SVQ levels 4 and 5, post-degree diplomas andcertificates at undergraduate level, professional qualifications at undergraduate level, otherundergraduate diplomas and certificates including post registration health and social carecourses, other formal HE qualifications of less than degree standard, institutionalundergraduate credit and no formal undergraduate qualifications.This was a self-completion survey conducted via the Internet, and as well as relying on thestudents’ own interest to participate, we also had to account for the fact that not all eligible studentswere accessible via email. GfK NOP also had no prior knowledge of what proportion of those parttimestudents with access to the Internet actually used the email addresses supplied by their HEI –nor did the HEIs. Given the limited resources for this project, the HEIs did not have the opportunityof contacting those without email access by other means, such as post or telephone. Also,contacting non-respondents was not possible, as this would have created a large amount of extrawork for the HEIs, since GfK NOP was unable to contact students directly because of dataprotection issues.Being a self-completion survey, it is also important to recognise that responses are often biasedtowards those who show most interest – which are commonly those people who are particularlyunhappy or happy with a given situation (ie, in this case their part-time study). This bias thereforeneeds to be taken into consideration when analysing the findings.Part-time students and part-time study: Strand 3 Universities UK 80
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 and 22:
Figure 2.2: Percentage of students
Page 23 and 24:
• By far the most frequently cite
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
Page 73 and 74: were intending to go for promotion,
Page 75 and 76: Taylor, C (2006) Graham Review of P
Page 77 and 78: Table A2.2: Percentage of students
Page 79: Table A4.1: Attitudes to student su
Page 83 and 84: surveys the data is not able to inf
Page 85 and 86: Data AnalysisFollowing the completi
Page 87 and 88: Table A3: Qualification aim - compa
show all

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

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?