Part-Time Higher Education in Scotland. Interchange, No. 45.Report as inadecuate




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This study examined the current role of part-time higher education at first degree and Higher National Certificate/Diploma levels in Scotland. It looked at patterns of participation and availability, and also assessed the advantages and disadvantages of part-time study from the perspective of students, institutions, and employers. The research included analysis of statistical and documentary evidence, interviews with higher education policymakers, and case studies of part-time programs at four institutions. Among findings of the study were: (1) while the absolute number of part-time students in Scotland has increased, the percentage of students attending part time has declined; (2) employer support for part-time study is qualified and links between institutions and employers are patchy; (3) part-time students have diverse backgrounds and most combine personal and vocational motives for studying; (4) the impact on the student's life can be disproportionate to the number of hours spent in the classroom; (5) student support services are often inadequate; (6) learning experiences differ for full-time and part-time students; and (7) part-time higher education requires a clear policy of support on the part of government, changes in the system of student finance, and institutional commitment. (CH)

Descriptors: Access to Education, Attendance, Case Studies, College Students, Education Work Relationship, Educational Finance, Enrollment, Foreign Countries, Higher Education, Part Time Students, Participant Characteristics, Participant Satisfaction, Participation, Partnerships in Education, School Business Relationship, Student Educational Objectives, Student Financial Aid, Student Motivation, Student Participation, Work Study Programs

RIU Dissemination Officer, The Scottish Office Education and Industry Department, Victoria Quay, Edinburgh EH6 6QQ, Scotland.









Author: Clark, Ian; Morgan-Klein, Brenda; Raffe, David; Schuller, Tom

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=12528&id=ED410853







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