scholarly journals Exploring the Impact of Work Experience on Part-Time Students' Academic Success in Malaysian Polytechnics

2012 ◽  
Vol 37 (1) ◽  
pp. 57-74 ◽  
Author(s):  
Norhayati Ibrahim ◽  
Steven A. Freeman ◽  
Mack C. Shelley
Keyword(s):  
Academic Success ◽  
Work Experience ◽  
Part Time Students ◽  
Part Time ◽  
The Impact

scholarly journals Quantifying the Impact of Student Enrollment Patterns on Academic Success Using a Hidden Markov Model

2021 ◽  
Vol 11 (14) ◽  
pp. 6453
Author(s):  
Shahab Boumi ◽  
Adan Ernesto Vela
Keyword(s):  
College Students ◽  
Academic Performance ◽  
Academic Success ◽  
Transfer Students ◽  
Full Time ◽  
Enrollment Patterns ◽  
Part Time Students ◽  
Part Time ◽  
The Impact ◽  
First Time

Simplified classifications have often led to college students being labeled as full-time or part-time students. However, student enrollment patterns can be much more complicated at many universities, as it is common for students to switch between full-time and part-time enrollment each semester based on finances, scheduling, or family needs. While previous studies have identified part-time enrollment as a risk factor to students’ academic success, limited research has examined the impact of enrollment patterns or strategies on academic performance. Unlike traditional methods that use a single-period model to classify students into full-time and part-time categories, in this study, we apply an advanced multi-period dynamic approach using a Hidden Markov Model to distinguish and cluster students’ enrollment strategies into three categories: full-time, part-time, and mixed. We then investigate and compare the academic performance outcomes of each group based on their enrollment strategies while taking into account student type (i.e., first-time-in-college students and transfer students). Analysis of undergraduate student records data collected at the University of Central Florida from 2008 to 2017 shows that the academic performance of first-time-in-college students who apply a mixed enrollment strategy is closer to that of full-time students, as compared to part-time students. Moreover, during their part-time semesters, mixed-enrollment students significantly outperform part-time students. Similarly, analysis of transfer students shows that a mixed-enrollment strategy is correlated with similar graduation rates as the full-time enrollment strategy and more than double the graduation rate associated with part-time enrollment. This finding suggests that part-time students can achieve better overall outcomes by increased engagement through occasional full-time enrollments.

scholarly journals Retention, Academic Success, and Progress Among Adult, Returning Students: A Comparison of the Effects of Institutional and External Factors

1994 ◽  
Vol 14 (1) ◽  
pp. 13-24 ◽  
Author(s):  
Nancy Shields
Keyword(s):  
Academic Success ◽  
Environmental Factors ◽  
Academic Advising ◽  
Returning Students ◽  
External Factors ◽  
State University ◽  
Background Characteristics ◽  
Part Time Students ◽  
Part Time ◽  
The Impact

This article reports the findings of a study of the retention, academic success, and progress of 97 adult, primarily part-time students at a large Midwestern urban commuter state university. The impact of background characteristics, goals and commitments, interaction within the institution, and external factors is assessed. Drawing on the work of Tinto (1987) and Bean and Metzner (1985), the relative impact of institutional and external, environmental factors is examined. Although environmental factors had a combinrd, significant impact on academic success, interaction within the institution in the form of academic advising had the most important impact, on I-elenlion of these students.

Development of Knowledge and Skills with Case Method

2017 ◽  
pp. 104-120
Author(s):  
Kaja Prystupa ◽  
Omar Luethi
Keyword(s):  
Work Experience ◽  
Higher Vocational Education ◽  
Knowledge And Skills ◽  
Institutional Settings ◽  
Part Time Students ◽  
Part Time ◽  
University Setting ◽  
Theoretical Foundations ◽  
Different Levels

The aim of this chapter is to analyze the application of two different variations of the case study method at different levels of education programs in reference to the development of knowledge and skills. Based on theoretical foundations the authors share good practices of their own experience as educators at HSO Business School in Switzerland and Kozminski University in Poland. Both institutions face different challenges created by different institutional settings. These reach from pre-experienced undergraduate and graduate student group in a traditional University setting in Poland to part-time students with several years of work experience in higher vocational education in Switzerland.

scholarly journals Adolescent Employment, Mental Health, and Suicidal Behavior: A Propensity Score Matching Approach

2020 ◽  
Vol 17 (18) ◽  
pp. 6835
Author(s):  
Hyerine Shin ◽  
Kyung hee Kim ◽  
Ji-su Kim ◽  
Eunkyung Lee
Keyword(s):  
Mental Health ◽  
Propensity Score ◽  
Confidence Interval ◽  
Suicidal Behavior ◽  
Work Experience ◽  
Odds Ratio ◽  
Time Work ◽  
Part Time ◽  
The Impact ◽  
Part Time Work

This study aimed to confirm the relationships between part-time work experience, mental health, and suicidal behavior in adolescents. The impact of part-time work in this population is a controversial topic, perhaps because of the sociocultural background-related inconsistencies in previous results. In this cross-sectional study, which involved a secondary analysis of data from the 11th–13th Korea Youth Risk Behavior Web-Based Surveys, conducted among 800 middle and high schools by the Korean government, we used propensity score matching analysis to minimize the impact of individual backgrounds on the findings concerning the relationships in question. Overall, part-time experience was significantly related to mental health problems and suicidal behavior even after eliminating background differences. Adolescents with part-time work experience had higher overall stress levels (odds ratio = 1.148; 95% confidence interval = 1.094, 1.205) than those without such experience, and more suicidal thoughts (odds ratio = 1.355; 95% confidence interval = 1.266, 1.450), suicide planning (odds ratio = 1.717; 95% confidence interval = 1.527, 1.929), and suicide attempts (odds ratio = 1.852; 95% confidence interval = 1.595, 2.151). Thus, it is important to pay increased attention to mental health and suicide-related issues in South Korean adolescents with part-time jobs.

Adapting Planning Education to Changing Student Demands

1988 ◽  
Vol 8 (1) ◽  
pp. 19-23
Author(s):  
James F. Foerster ◽  
George C. Hemmens
Keyword(s):  
Degree Programs ◽  
Full Time ◽  
Student Needs ◽  
Student Body ◽  
University Of Illinois ◽  
Part Time Students ◽  
Part Time ◽  
The University ◽  
Student Demands ◽  
The Impact

The planning curriculum established at the University of Illinois at Chicago (UIC) in 1973 was designed to serve the needs of full-time students. Since then many changes have occurred both in the curriculum and in the composition of the student body, and now degree programs are jointly offered to both full-time and part-time students. This paper focuses upon program changes instituted over time in response to a changing student clientele, the impact of these changes on graduation rates, and suggestions for responding to changing student needs.

Building the foundations for academic success: learning from the experiences of part-time students in their first semester of study

2020 ◽  
Vol 22 (2) ◽  
pp. 135-161
Author(s):  
Allyson Goodchild ◽  
Cathal Butler
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Mixed Methods Research ◽  
Research Study ◽  
Learning Experience ◽  
Transition Process ◽  
Early Learning ◽  
First Semester ◽  
Part Time Students ◽  
Part Time

This article examines the findings from a mixed methods research study exploring part- time students' perceptions of their transition into higher education. Drawing on wider research in the field of transition and utilising Gale and Parker's (2014) conceptual framework as a means of viewing the transition process, the article identifies how one group of part-time undergraduates experienced the process of becoming an undergraduate. The results highlight the importance of offering a well-framed early learning experience for students, which enables them to learn the skills needed for early academic success and provides continued support as they progress in their own time towards recognition of themselves as undergraduates. Furthermore, the results demonstrate that transition is not time bound, and individual students will need individual approaches. This will require institutions to consider how the support they offer can be tailored to a student's specific needs.

Development of Knowledge and Skills with Case Method

2018 ◽  
pp. 407-423
Author(s):  
Kaja Prystupa ◽  
Omar Luethi
Keyword(s):  
Work Experience ◽  
Higher Vocational Education ◽  
Knowledge And Skills ◽  
Institutional Settings ◽  
Part Time Students ◽  
Part Time ◽  
University Setting ◽  
Theoretical Foundations ◽  
Different Levels

The aim of this chapter is to analyze the application of two different variations of the case study method at different levels of education programs in reference to the development of knowledge and skills. Based on theoretical foundations the authors share good practices of their own experience as educators at HSO Business School in Switzerland and Kozminski University in Poland. Both institutions face different challenges created by different institutional settings. These reach from pre-experienced undergraduate and graduate student group in a traditional University setting in Poland to part-time students with several years of work experience in higher vocational education in Switzerland.

Identifying Predictors of Academic Success for Part-time Students at Polytechnic Institutes in Malaysia

2011 ◽  
Vol 2 (4) ◽  
pp. 1-16 ◽  
Author(s):  
Norhayati Ibrahim ◽  
Steven A. Freeman ◽  
Mack C. Shelley
Keyword(s):  
Job Satisfaction ◽  
Academic Success ◽  
Teaching And Learning ◽  
Demographic Characteristics ◽  
Number Of Children ◽  
Part Time Students ◽  
Part Time ◽  
Survey Results ◽  
Education Today ◽  
Job Relatedness

A central challenge for higher education today is to understand the diversity and complexity of nontraditional students’ life experiences and how these factors influence their academic success. To better understand these issues, this study explored the role of demographic characteristics and employment variables in predicting the academic success of part-time students at four polytechnic institutes in Malaysia. Demographic characteristics studied included respondent’s age, gender, marital status, number of children, parent’s educational level, and financial resources. Employment variables assessed were number of years working, job relatedness to the program, job satisfaction, and monthly salary. A total of 614 part-time students completed the survey. Results indicated that being an older student, being female, paying for their own education, and having high job satisfaction were statistically significant predictors of part-time students’ academic success. Understanding the effects of demographic characteristics and employment variables on students’ academic success might help administrators and educators to develop teaching and learning processes, support services, and policies to enhance part-time students’ academic success.

Identifying Predictors of Academic Success for Part-Time Students at Polytechnic Institutes in Malaysia

2012 ◽  
pp. 106-121
Author(s):  
Norhayati Ibrahim ◽  
Steven A. Freeman ◽  
Mack C. Shelley
Keyword(s):  
Job Satisfaction ◽  
Academic Success ◽  
Teaching And Learning ◽  
Demographic Characteristics ◽  
Number Of Children ◽  
Part Time Students ◽  
Part Time ◽  
Survey Results ◽  
Education Today ◽  
Job Relatedness

A central challenge for higher education today is to understand the diversity and complexity of nontraditional students’ life experiences and how these factors influence their academic success. To better understand these issues, this study explored the role of demographic characteristics and employment variables in predicting the academic success of part-time students at four polytechnic institutes in Malaysia. Demographic characteristics studied included respondent’s age, gender, marital status, number of children, parent’s educational level, and financial resources. Employment variables assessed were number of years working, job relatedness to the program, job satisfaction, and monthly salary. A total of 614 part-time students completed the survey. Results indicated that being an older student, being female, paying for their own education, and having high job satisfaction were statistically significant predictors of part-time students’ academic success. Understanding the effects of demographic characteristics and employment variables on students’ academic success might help administrators and educators to develop teaching and learning processes, support services, and policies to enhance part-time students’ academic success.

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