Improving theexperienceof matureand part-timestudents

We can see that the landscape of highereducation is changing. Rising costs of highereducation and the desire to improve ouremployability in a competitive job market areleading to increasing numbers of us choosing tostudy part-time whilst continuing to work/bringup children and/or return to study at a later stagein life.We are

already

in a situation in which theproportion of ‘traditional’ students (who enterhigher education at eighteen, and study full-time) is decreasing, while universities that caterspecifically for the needs of mature and part-timestudents have seen a rapid increase in demandfor their courses. We were therefore keen toexamine, not only the shift in practice that mightneed to take place within individual universities,but the entire shift in culture required of a systemin which those who historically have been viewedas ‘the exception’ are rapidly becoming ‘the rule’.In our view, universities can benefit enormouslyfrom increasing numbers of older or part-timestudents, through the creation of a more inclusiveand culturally diverse university experience.Some universities are already leveraging thesebenefits, and have made significant changesto their traditional ways of working in order toattract and support these student groups – andwe commend this. However, at other institutions,according to both the student jurors and Forummembers, their experience is not always aspositive as it might be.Much of what we suggest below may seemobvious, and most institutions are alreadybeginning to adapt their practice and provision tosome extent. However, our key message is thatthe need to adapt is urgent – and the extent ofthe adaptation is potentially radical. The question

“How can we adapt what we already do tobetter meet the needs of a changing student population?”

may take us some way towardsimproving the experiences of mature and part-time students. However, we may all do better toask ourselves

“If we set out to design a higher education system to meet the current and futureneeds of students from scratch, what would bedifferent – and how quickly can we get there?”

Our approach

We piloted an approach in which we invitedguest students with ﬁrst hand experience of theissues facing mature and part-time students toparticipate in our work on this topic. We werealso joined in our discussions by Tricia King,Pro-Vice-Master of the Student Experience atBirkbeck University (which has a large numberof both mature and part-time students) andLesley Rollason, Head of Policy and Planning,Staffordshire University and co-author(with Christine King) of

Part Time Study inHigher Education

:*In discussing these two student groups alongsideeach other, we are not suggesting that all ofthe issues faced by part-time students arecompletely interchangeable with those of maturestudents. However, there is often an overlap interms of the students themselves (i.e. many part-time students also happen to be mature), andalso in the problems that arise for them due tothe lack of ﬂexibility in current funding structures,and institutional systems and processes.Our recommendations for Teaching and Learning(see Chapter 1) highlighted the urgent needto increase ﬂexibility of course structures andmodes of study in recognition of this shift in thestudent demographic. However, there are othergeneric issues that need to be addressed if weare to improve the experience and the outcomesfor mature and part-time students. In so doing,universities will also, nodoubt, be improving theexperience for other student groups includingdisabled students (and mature and/or part-timedisabled students). Unfortunately, while many ofthe generic issues we highlight below may seemobvious, they still need to be addressed if we areto improve the experience of many mature andpart-time students.

commissioned by Government to feed into its Future of HEReview (2008, ongoing), http://www.dius.gov.uk/higher_education/shape_and_structure/he_debate/~/media/publications/P/part_time_studies_and_he_131008

Why focuson matureandpart-time students?

61 National Student Forum – Annual Report

You get the feeling that the rules are writtenalready, not everyone’s up for changing them.

(NSF Member)

Prior to starting at university

Liam recognised the long-term benefits of goingto university, but was quite nervous. He lackedconfidence in his academic abilities and in howcurrent his study skills were. Most of all, hedidn’t know how he was going to juggle having acareer, being a dad, and studying.Liam was grateful that he was able to access anationally recognised one-stop-shop source ofinformation that contained everything he neededto know to help him, and other mature andpart-time students, make their decision aboutinstitution. He could access this service online,over the phone and in person. He was relieved tofind out that although he would be studyingpart-time, he was still eligible for the samefunding, pro-rata, as full-time students.Once Liam had chosen his university he waspleased to discover how understanding it wasabout his situation. Firstly, he was given theopportunity, before his course began, to updatehis study skills through a series of eveningcourses, or a two day intensive course coveringsuch content as accessing the library, usingelectronic resources and referencing. Secondly,Liam’s timetable was set significantly far enoughin advance that he was able to arrange forchildcare and to let his employer know that hewould be absent from work regularly at thesame time each week for the entire durationof his degree course. The timetable showedunderstanding of his needs in that all of his hourswere in one block of time each week. Thirdly, amonth before Liam was due to begin universityhe received a comprehensive pack that includeda mature and/or part time handbook, informationabout Freshers’ week, his university user nameand information on how to access his email.

Arriving at university

The ﬁrst day of Liam’s Induction (or Freshers’)Week was on the usual day that he wasscheduled to attend university. His departmentran a special induction for the students on hiscourse. He was guided through the day by hispeer mentor/buddy who was from the yearabove him and in the same department – andhad as much access as he needed in person/byphone/email over rest of the week. Over time, hersupport would prove to be invaluable. In Freshers’Week Liam joined a wine society run by hisstudent union, enabling him to feel like a studentas well as a parent and employee, rather than justrushing in and out to do his studies.

Ongoing university experience

Now that he’s at university, Liam finds hislecturers relatively easy to access. They holdtheir office hours on the day he attends lectures,respond to emails reasonably quickly, and speakto him on the phone because they recogniseuniversity is just one element to his busy life.They also give him feedback on his work in away that he can access despite the fact thathe’s part-time: rather than posting results onthe department notice board (which isn’t alwaysaccessible at his times of study), they post hiswork back to him, or give him brief feedback overthe phone.Liam appreciates that both his employer anduniversity understand when work deadlinesclash with university deadlines and that both arereasonably flexible around dates. However, mostof the time, Liam has found his workload to berelatively manageable, particularly because hiswork is spread equally over the semester.Liam is reassured to know that if, for any reason,he is unable to immediately complete his studies,his university is sufficiently flexible to enable himto complete it in future, and he will be able toformally transfer credit for the learning he hasachieved so far elsewhere, if necessary.

Liam’s story:an idealuniversityexperiencefor a mature,part-timestudent

62 National Student Forum – Annual Report

Liam is 36 years old and about to return to study for the ﬁrst time sincehe completed his A-levels 18 years ago. He has been working in anofﬁce for the last three years and his employers are keen that he shouldincrease his skills set. He plans to study part time so he can continueworking where he is. He has a young son.