scholarly journals When parents become students: An examination of experiences, needs, and opportunities which contribute to student parent engagement in community college

2017 ◽  
Vol 1 (1) ◽  
pp. 4-17
Author(s):  
Jannette Flores
Keyword(s):  
Higher Education ◽  
Community College ◽  
Full Time ◽  
Traditional Student ◽  
Student Parents ◽  
College And University ◽  
Part Time Students ◽  
Student Profiles ◽  
Part Time ◽  
Education Administrators

While college and university student profiles are changing rapidly, many of our practices and support systems are geared to traditional student profiles. This article focuses on findings from a recent study examining the experiences of student parents enrolled in community colleges, and examines the kinds of student services that help student parents remain engaged in their classes and persist to graduation. This study offers insight on transformative practices for supporting non-traditional, student parents on community college campuses. This study offers a paradigm shift for advisors, counselors and faculty at higher education institutions so that they may effectively engage and support student parents. The research includes student parents who have one or more dependent children aged 17 or younger and who are enrolled as full-time or part-time students. The study investigates some of the barriers to student parent success as well as the challenges they face. The study identifies, describes, and analyzes the support services which are being utilized by student parents, and review successful models of support in surrounding institutions. Nora’s (2006) Student Engagement Model is used as a theoretical framework for this study. The results from this study should be of interest to student affairs professionals and higher education administrators alike, as they reflect the needs and challenges of the growing student parent population and inspire those searching for ways on how to support this unique, growing community of students.

scholarly journals Felnőtt tanulók diplomaszerzési törekvései

2017 ◽  
Vol 4 (4) ◽  
Author(s):  
Ágnes Engler
Keyword(s):  
Higher Education ◽  
Labour Market ◽  
Academic Life ◽  
Sociological Research ◽  
Full Time ◽  
Mature Students ◽  
Part Time Students ◽  
Part Time ◽  
Asking Questions

A tanulmányban a felsőoktatás ritkán vizsgált hallgatói csoportjának, a munka és (vagy) család mellett, részidős képzésben tanuló felnőtt hallgatók tanulmányi beruházásait vizsgáltuk. A részidős képzésben tanulókat érintő tudományos jellegű megkeresések leginkább a diplomaszerzést követően történnek a diplomás utánkövetéses vizsgálatok keretében. Ennek során a felsőoktatásban végzettek szakmai életútját munkaerő-piaci szemszögből kísérik figyelemmel, érdeklődve a diploma megszerzését követő karrierállomásokról, a diploma beválthatóságáról, munkaerő-piaci pozicionálásról, a tanulmányokba történő befektetések megtérüléséről és hozamairól. A felnőttoktatás felől közelítve ugyancsak elmondható, hogy a kutatási kérdések szintén szűk körben keresnek választ a felnőttek tanulási aspirációjára vagy eredményességére. Vizsgálatunkban a tanulási döntéseket, tanulási motivációkat és az eredményességet kísérjük figyelemmel, mégpedig a tanulmányi életút függvényében.***In this peaper we wish to deal with a group of students in higher education who usually receive little attention: the students pursuing their studies while they have a full-time job and a family. Sociological research dealing with people earning a degree as part-time students usually reaches the students after graduation, in the form of follow-up examinations. These projects follow the career of graduates from the aspects of the labour market, asking questions about the stations in the career of the individuals after graduation, the return of the investment made into education, the value of the degree in the labour market. Even the research projects approaching the issue from the aspects of higher education usually do not seek an answer to questions regarding the aspirations of the students for learning, or the success of their learning process. In our examination we research the learning decision, motivation and efficiency of mature students in the light of the academic life.

scholarly journals The Need for Equitable Scholarship Criteria for Part-Time Students

2021 ◽  
Author(s):  
Alexandria N. Ardissone ◽  
Sebastian Galindo ◽  
Allen F. Wysocki ◽  
Eric W. Triplett ◽  
Jennifer C. Drew
Keyword(s):  
Adult Students ◽  
Transfer Students ◽  
Academic Outcomes ◽  
Work And Family ◽  
Full Time ◽  
Traditional Student ◽  
Key Factor ◽  
Part Time Students ◽  
Part Time ◽  
Working Adult

AbstractCurrent policies and interventions to enhance student success and retention are often tied to full-time enrollment, which are substantiated by studies associating part-time enrollment with lower retention and poorer academic outcomes. However, these findings are limited to studies of first-time college students and do not represent today’s nontraditional undergraduate who may be transfer, online, and working adult students. To enhance retention of on-campus and hybrid online 2 + 2 transfer students in a STEM undergraduate program, need-based scholarships are awarded to students enrolled full-time as stipulated by the federal granting agency. Although the scholarship has helped >80 students to date, over 40% of eligible transfer students are excluded only because they are enrolled part-time, disproportionately affecting students in the hybrid online track who are more likely to be women and underrepresented minorities. Using quantitative and qualitative methods, this study explores enrollment behavior of transfer students (online and on-campus), its relationship with student characteristics and academic outcomes, and implications for scholarship eligibility. Full-time enrollment is a significant challenge for transfer students. While scholarship requirements are a key factor influencing full-time enrollment, online transfer students additionally cite work and family obligations as drivers of enrollment behavior. Thus, online 2 + 2 transfer students face different challenges than on-campus peers and are more likely to enroll part-time out of necessity, yet still have comparable GPA and graduation rates. These findings support a growing awareness of barriers nontraditional students face questioning the relevance of policies driven by “traditional” student outcomes, which perpetuate inequity in higher education.

Comparison of study motivation and job expectations of Russian full-time and part-time university students

2019 ◽  
Vol 34 (3) ◽  
pp. 549-561
Author(s):  
Martin Sikyr ◽  
Nina Ivanovna Basmanova ◽  
Mikhail Abrashkin
Keyword(s):  
Higher Education ◽  
University Students ◽  
Questionnaire Survey ◽  
Point Of View ◽  
Full Time ◽  
Current Generation ◽  
Content Type ◽  
Part Time Students ◽  
Part Time ◽  
Russian Universities

Purpose The purpose of this paper is to present the results of the authors’ questionnaire survey focused on the comparison of study motivation and job expectations of full-time and part-time students of Russian universities and identify main problems of higher education and graduate employment and suggest their possible solutions. Design/methodology/approach The authors’ questionnaire survey was conducted from March to October 2018. The respondents were full-time and part-time bachelor’s and master’s students from 30 regions across Russia. The relevant data were obtained from 1,051 students. The data analysis was based on the calculation of relative frequencies (as a share from the total number of respondents) and the evaluation of the dependence of responses on the form of study (full-time students and part-time students) using contingency tables and χ2 tests of independence. Findings The results of the authors’ questionnaire survey support the assumption that the current generation of full-time and part-time students of Russian universities studies to succeed in the future. Surveyed university students certainly have a high motivation to study, but at the same time, they seem to have too high expectations about their future work and career, which can negatively affect their future success in their jobs if they do not have appropriate knowledge, skills and abilities. Originality/value The results of the authors’ questionnaire survey show some unique tendencies in the Russian university students’ attitudes to study, work and career that are worth attention both from the point of view of universities and from the point of view of employers and their current approaches to the education and the employment of the current generation of young people. The results open up new possibilities for further research focused on the higher education and the employability of the new generation of work force.

scholarly journals The Hybridisation of Conventional Higher Education: UK Perspective

2002 ◽  
Vol 2 (2) ◽  
Author(s):  
Roger Lewis
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Distance Learning ◽  
Full Time ◽  
Open Learning ◽  
Tertiary Sector ◽  
Face To Face ◽  
The United Kingdom ◽  
Part Time ◽  
Radical Approach

Before the creation of the United Kingdom Open University (UKOU) - its Charter was given in 1969 and the first students were admitted in 1971 - the full-time residential model of higher education was pervasive, with part-time and distance modes of study seen as separate and inferior. The UKOU demonstrated the effectiveness of distance learning but also, because of its success, in some ways inhibited change in the mainstream tertiary sector. As social and political pressures on the sector grew, higher education providers were forced to innovate and models of “open learning” offered ways forward. As a result, the distinction between “distance” and “face-to-face” delivery rapidly eroded during the 1990s. However, barriers still remain to a more radical approach to provision as a whole.

scholarly journals Psychological Impact of the COVID-19 Pandemic on Licensed Full-Time Practicing Nurses Undertaking Part-Time Studies in Higher Education: A Cross-Sectional Study

2021 ◽  
Vol 18 (16) ◽  
pp. 8569
Author(s):  
Siu-Ling Chan ◽  
Naomi Takemura ◽  
Pui-Hing Chau ◽  
Chia-Chin Lin ◽  
Man-Ping Wang
Keyword(s):  
Higher Education ◽  
Psychological Impact ◽  
Cross Sectional Study ◽  
Full Time ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Brief Cope ◽  
Resilience Scale ◽  
Patient Health ◽  
Part Time

Frontline nurses face an unpreceded situation with the coronavirus disease (COVID-19) pandemic, and many report suffering from physical and psychological stress. This online, cross-sectional survey used questionnaires, such as the Generalized Anxiety Disorder (GAD-7) questionnaire, the Patient Health Questionnaire (PHQ-2), the Connor–Davidson Resilience Scale, stress-related questions, and Brief Coping Orientation to Problems Experienced (Brief-COPE), to determine the psychological impact of COVID-19 on licensed full-time practicing nurses undertaking part-time studies in higher education. Recruitment commenced from August to September 2020; 385 students were approached, and 124 completed the survey (response rate: 32%). Most of the respondents were frontline nurses working in public sectors (89.5%), 29% of whom reported symptoms of depression, and 61.3% reported mild to severe levels of anxiety. The GAD-7 was significantly associated with the resilience score (β = −0.188; p = 0.008) and exhaustion (β = 0.612; p < 0.001). The PHQ-2 was significantly associated with ‘anxiety about infection’ (β = 0.071; p = 0.048). A lower anxiety level was significantly associated with a higher resilience level and a lower level of exhaustion, and a lower depression level was significantly associated with a lower anxiety about infection. Nursing programs incorporating resilience building may mitigate psychological distress of the study population.

Navigating a Pathway to Partnership through Turbulent Seas of Adversity

2011 ◽  
pp. 273-294
Author(s):  
Paul Breen ◽  
Magdalena De Stefani ◽  
Achilleas Kostoulas
Keyword(s):  
Higher Education ◽  
Education Sector ◽  
Full Time ◽  
Doctoral Studies ◽  
Research Context ◽  
Part Time

Many adult professionals no longer have the time or finances to engage in full time, on site study, and as a consequence are seeking flexible alternatives. Some institutions have been slow to react to this change. The organisation described herein has been quicker to react but this movement towards change also poses its own unique issues. These issues are discussed and analysed by three students who have participated in a part-time programme of doctoral studies while embedded in their research context. But, one of the drawbacks of conducting a study such as this though is the contemporary lack of statistics on the actual dichotomy of provision between conventional and alternative modes of teaching in the higher education sector. The reason for this is that higher education organisations in Britain operate in a competitive and individualised manner rather than as a cohesive block.

The Great Transformation: 1970–1985

1989 ◽  
Author(s):  
Steven Brint ◽  
Jerome Karabel
Keyword(s):  
Community College ◽  
College Graduates ◽  
Junior College ◽  
Occupational Education ◽  
Subjective Perceptions ◽  
Occupational Programs ◽  
Key Factor ◽  
Part Time Students ◽  
The Face ◽  
Part Time

During the 1970s, the community colleges were finally able to realize the vocationalization project that visionaries in the junior college movement from Koos to Gleazer had favored for almost half a century. Since the 1920s, as we saw in Chapters 2 and 3, the advocates of junior college vocationalization pursued their project in the face of persistent student indifference and occasional overt opposition. But in the early 1970s, a complex concatenation of forces—among them, a changed economic context and an unprecedented degree of support for vocational education from key institutions—including private foundations, the federal government, and business—tilted the balance in favor of the vocationalizers. A key factor behind the sharp increase in vocational enrollments at the community college, we shall argue, was the declining labor market for graduates of four-year institutions. But the objective change in the structure of economic opportunities for college graduates was not, as the consumer-choice model would have it, the sole factor responsible for the shift in junior college enrollments; indeed, the impact of such objective changes is, of necessity, mediated through subjective perceptions—perceptions that, we shall attempt to demonstrate below, tended to exaggerate the economic plight of college graduates. Moreover, the community college itself, driven by a powerful organizational interest in expanded enrollments and in carving out a secure niche for itself in the highly competitive higher education industry, actively shaped its economic environment by pursuing those segments of its potential market—in particular, adults and part-time students— most likely to enroll in occupational programs. By almost any standard, the rise in vocational enrollments during the 1970s was remarkable. Between 1970–1971 and 1979–1980, for example, the proportion of A.A. degrees awarded in occupational fields rose from 42.6 percent to 62.5 percent (Cohen and Brawer 1982, p. 203). With respect to total enrollments (full-time and part-time) the picture was similar: between 1970 and 1977, the proportion of students enrolled in occupational programs rose from less than one-third to well over half (Blackstone 1978). In the midst of a long-term decline in the liberal arts, Cohen and Brawer (1982, p. 23) observed, “occupational education stands like a colossus on its own.”

Full-Time Students With Part-Time Benefits: How Being Denied On-Campus Housing Affects College Students With Criminal Records

2020 ◽  
pp. 152102512096066
Author(s):  
Terrence S. McTier ◽  
Chelsea T. Smith ◽  
Gabrielle Smith ◽  
Ariel Hodges ◽  
Samba Bah
Keyword(s):  
Higher Education ◽  
College Students ◽  
Future Research ◽  
Criminal Record ◽  
Full Time ◽  
Prospective Students ◽  
Criminal Records ◽  
Housing Policies ◽  
Campus Housing ◽  
Part Time

There are major assumptions that housing opportunities in higher education are equally accessible and available to all students. However, these accessible housing opportunities are not available to current and prospective students who possess a criminal record. Many college students with criminal records are deemed ineligible for adequate housing opportunities even before their applications are submitted. This study uses a qualitative layered analysis approach to explore how denials from on-campus housing affect college students with criminal records. Using the perspectives of this marginalized and invisible student population, we draw the reader’s attention to how students with criminal records are affected as a result of being denied on-campus housing, and we provide tangible recommendations for future research, housing practices, and housing policies in higher education.

scholarly journals Understanding self-efficacy and the dynamics of part-time work and career aspiration

2019 ◽  
Vol 9 (3) ◽  
pp. 468-484
Author(s):  
Gbolahan Gbadamosi ◽  
Carl Evans ◽  
Mark Richardson ◽  
Yos Chanthana
Keyword(s):  
Higher Education ◽  
Curriculum Design ◽  
Self Efficacy ◽  
Career Aspirations ◽  
East Asian Country ◽  
Full Time ◽  
Content Type ◽  
Time Work ◽  
Part Time ◽  
Part Time Work

PurposeBuilding on the self-efficacy theory and self-theories, the purpose of this paper is to investigate students working part-time whilst pursuing full-time higher education in Cambodia. It explores individuals’ part-time working activities, career aspirations and self-efficacy.Design/methodology/approachData were collected in a cross-sectional survey of 850 business and social sciences degree students, with 199 (23.4 per cent) usable responses, of which 129 (65.2 per cent of the sample) indicated they currently have a job.FindingsMultiple regression analysis confirmed part-time work as a significant predictor of self-efficacy. There was a positive recognition of the value of part-time work, particularly in informing career aspirations. Female students were significantly more positive about part-time work, demonstrating significantly higher career aspirations than males. Results also suggest that students recognise the value that work experience hold in identifying future career directions and securing the first graduate position.Practical implicationsThere are potential implications for approaches to curriculum design and learning, teaching and assessment for universities. There are also clear opportunities to integrate work-based and work-related learning experience into the curriculum and facilitate greater collaboration between higher education institutions and employers in Cambodia.Social implicationsThere are implications for recruitment practices amongst organisations seeking to maximise the benefits derived from an increasingly highly educated workforce, including skills acquisition and development, and self-efficacy.Originality/valueIt investigates the importance of income derived from part-time working to full-time university students in a developing South-East Asian country (Cambodia), where poverty levels and the need to contribute to family income potentially predominate the decision to work while studying.

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