Expansion of Higher Education with Special Focus on Part-time Students – the Case of the Bihar-Bihor Learning region, 1990-2010.

2012 ◽  
Vol 2 (1) ◽  
Author(s):  
Ágnes Engler ◽  
Zoltán Tőzsér ◽  
Györgyi Szilágyi
Keyword(s):  
Higher Education ◽  
Special Focus ◽  
Learning Region ◽  
Part Time Students ◽  
Part Time ◽  
Expansion Of Higher Education

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.

Academic Accreditation of Work-Based Learning in the Construction Environment

2004 ◽  
Vol 18 (2) ◽  
pp. 111-120 ◽  
Author(s):  
Tim McLernon ◽  
David Hughes
Keyword(s):  
Higher Education ◽  
Built Environment ◽  
Rational Method ◽  
Academic Learning ◽  
Academic Credit ◽  
Essential Component ◽  
Part Time Students ◽  
Institutional Learning ◽  
Part Time ◽  
The Relationship

This paper examines the contribution of work-based learning (WBL) to the education of construction students. The research draws on the experiences of part-time students and students on sandwich courses in a School of the Built Environment. The sandwich courses include a year in industry as the penultimate year of a four-year programme. This WBL component constitutes a valuable link between higher education and industry and provides a mechanism for students to consolidate learning in their final year as well as preparing them to take on responsibility in industry immediately after graduation. The paper also examines the relationship between WBL and institutional learning with a view to determining what academic credit is awarded for and how it is awarded. The authors argue that WBL is an essential component of higher education, and that credit for WBL is desirable in a system that promotes credit accumulation and transfer. There is currently no rational method of awarding credit for work-based learning and this paper proposes that articulations in current frameworks for credit accumulation and transfer schemes for academic learning may provide a substantive and transparent means of attributing academic credit to WBL. They also recommend that such a framework should be developed specifically for work-based learning.

scholarly journals Distance Learning as an Educational Trend in Higher Education

2021 ◽  
Vol 30 (3) ◽  
pp. 128-141
Author(s):  
N. A. Seliverstova ◽  
M. G. Solnyshkina
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Case Study Research ◽  
Research Strategy ◽  
Professional Status ◽  
Part Time Students ◽  
Part Time ◽  
Educational Trend ◽  
The Individual ◽  
Future Education

The case study research strategy describes variations in the educational and professional trajectories of part-time students in comparison with their attitude to distance learning, the goal of higher education, and their professional future of the individual. This research strategy makes it possible to present distance learning as a modern educational trend. It has been determined that in the system of continuing education, distance learning is (1) a tool for changing a profession, (2) part of a well-thought-out career strategy, (3) a guarantee of employment, (4) a way to legitimize a professional status, (5) a form that facilitates obtaining a diploma of higher education, (6) “future education”, education for the future. The subjective meanings of distance education in connection with motivation, the purpose of training, the attitude of students to it are revealed. For students receiving higher education, this is “self-education,” for those whose goal is a diploma, it is “formality”, “superficial mastering of disciplines.” The authors conclude that the consideration of correspondence education in the context of continuity allows us to identify trends in individualization, diversification (the diversity and variability of educational programs, creating opportunities for choice), informatization, and individualization. An assessment of the prospects for extramural higher education based on the experience of forced distance learning (March-June 2020) is given.

Part-Time Students and Performance-Based Funding 2.0 in United States Public Higher Education

2017 ◽  
pp. 153-176
Author(s):  
Brian A Peters ◽  
Ginger Burks Draughon
Keyword(s):  
Higher Education ◽  
United States ◽  
The United States ◽  
United States Government ◽  
Public Higher Education ◽  
Performance Based Funding ◽  
Part Time Students ◽  
Bachelor's Degrees ◽  
Part Time ◽  
And Performance

Meeting the college completion goals set by the United States Government, the Lumina Foundation, and others will require the completion of an additional eight million associate's or bachelor's degrees (Kelly & Schneider, 2012). As part-time students will make up to 40 percent of college students by 2023 (NCES, 2015), educational policymakers will need to adjust their completion agenda to account for the high number of part-time students in higher education. Drawing from the literature on part-time students and performance-based funding, the authors in this chapter propose that better attention to part-time students and factors that signal their success, combined with performance-based funding that acknowledges the need for the success of more part-time students, would be a worthwhile approach for increasing the accessibility of higher education.

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.

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.

The benefits of higher education study for part‐time students

2009 ◽  
Vol 34 (3) ◽  
pp. 245-262 ◽  
Author(s):  
Anne Jamieson ◽  
Ricardo Sabates ◽  
Alan Woodley ◽  
Leon Feinstein
Keyword(s):  
Higher Education ◽  
Education Study ◽  
Part Time Students ◽  
Part Time

scholarly journals Essor, chute, puis renaissance des études à temps partiel pour adultes à l’Université de Montréal

2010 ◽  
Vol 37 (1) ◽  
Author(s):  
Scott McLean
Keyword(s):  
Higher Education ◽  
Continuing Education ◽  
Adult Students ◽  
Extension Service ◽  
Canadian Higher Education ◽  
Part Time Students ◽  
History Of ◽  
Part Time ◽  
History Of Adult Education ◽  
The University

In 1952, the University of Montréal established an Extension Service. One of the first initiatives of this service was to create a bachelor’s degree for part-time adult students. This initiative resulted in a struggle with the Faculty of Arts and, for a few years, the university prohibited the Extension Service from offering credits for its training. In 1968, the Extension Service was replaced by the Continuing Education Service. This new service quickly created approximately 50 university diplomas for part-time students, and became a faculty of its own in 1975. In 1980, one out of every six people who were studying at the University of Montréal was enrolled in the Faculty of Continuing Education. By drawing attention to these data, this paper enriches the literature pertaining to the history of adult education within the context of Canadian higher education. Based on this historical account, the paper questions the links between higher education, lifelong learning, and social inequality.

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