Orientations to Enrolment of Part-time Students: A classification system based upon students' perceived lifelong learning needs

Abstract

This article develops a classi cation system for the orientations to enrolment of part-time students based upon their practical lifelong learning needs. Orientation to enrolment is seen as a complex construct embodying all the reasons, purposes, expectations and motivations that cause students to pick a particular course and elect to study by the part-time mode. Virtually all of the interviewed students had a vocational orientation so some previously used categorisation schemes were not suitable. Instead seven categories relating to lifelong learning needs provided a scheme which covered the cases and related well to explanations given by interviewees for enrolling in the courses. These were re-training or further development for those who need to make a career shift; education for professionals who need to undertake continuing professional development through their careers; an opportunity for a tertiary education for those who did not previously have the chance; an education at the tertiary level for those who did not do suf ciently well at school to qualify for direct entry to university; an alternative to mainstream education; education for adults; and learning for pleasure throughout the lifetime.

‘The balancing act’ – Irish part-time undergraduate students in higher education

“…Studies suggest that older students may find it difficult to form friendships with younger students, a situation which can result in feelings of isolation (Caldwell, Toman and Leahy 2006) and that older female students in particular may find fitting in at university difficult and college staff unsympathetic (Scott, Burns and Cooney 1993, 5). This dynamic of 'not fitting in' may have implications for student outcomes as part-time students who have developed a sense of belonging in higher education institutions seem to perform better (Kember et al 2001). In this context integration of part-time students into the existing student body becomes increasingly important.…”

“…Yet, in the majority of higher education institutions today the 'emphasis appears to be on facilitating entry into an unreconstructed system where values and academic standards are fixed and immutable' (Thomas and Quinn 2003, 23). Some commentators postulate that the provision of part-time study is seen as having lower priority than full-time, and that academics feel that the former should be integrated and assimilated into existing academic structures and culture (Keane 2006;Kember et al 2001).…”

“…There continues to be a perception of undergraduate students as 'traditional' full-time participants, allowing only limited facility for parttime students (European Commission 2006;Kember et al 2001;Lynch 1999;Walters 2001).…”

“…Motives may be pragmatic and include affordability, the need for flexibility in combining study with work and family life (especially in the case of women with part-time jobs), motivation to acquire a qualification and to improve skills, enhanced access to labour market and career prospects (Kember et al 2001). Other motivational factors to study may be age dependent, with older graduates citing the wider benefits of learning as their motivation (Jamieson 2007).…”

“…Internationally, the number of part-time students has risen dramatically over the past decades (OECD 2003) resulting in an increasingly diverse student body in terms of their gender, social class, family circumstances and previous learning experience (Caldwell, Toman and Leahy 2006;Kember et al 2001;Walters 2001). 6 Critically, 'as the need for lifelong learning or continuing education for professionals becomes increasingly recognised, it seems likely that the numbers of part-time students will grow further still' (Kember et al 2001, 326).…”