David A. Ke as t
Part-time unive rsity e duc atio n
Inte rnatio nal Jo urnal o f Educ atio nal Manage me nt 1 2 / 3 [1 9 9 8 ] 1 1 4 –1 1 9
st u den t popu la t ion s w it h pot en t ia l for pa r t -t im e de gr ee com ple-t ion . T h e fi n din gs su gges-t ch a n ges wh ich m ay be n ecessa r y in u n iver -sit y fu n ct ion in g in or der t o bet t er ser ve t h ese st u den t popu la t ion s in t h e fu t u r e.
Method
A cr oss-sect ion a l su r vey design w it h a n em ph a sis on descr ipt ive a n a lysis w a s u sed for t h is st u dy. Fou r r ela t ed popu la t ion s ser ved a s a ba sis for su r veyin g pr ocedu r es, wh ich , in t u r n , wer e in it ia t ed in fou r st a ges: Ca n a dia n u n iver sit ies (1995-96 m em ber in st it u t ion s of t h e Associa t ion of Un iver sit ies a n d Colle ges of Ca n a da – AUCC); pa r t -t im e u n der gr a du a t e st u den t s a t t h e Un iver sit y of Alber t a , E dm on -t on , Ca n a da ; u n iver si-t y -t r a n sfer s-t u den -t s a -t Gr a n t Ma cE w a n Com m u n it y Colle ge, E dm on -t on , Alber -t a ; a n d for m er Un iver si-t y of Alber t a F a cu lt y of Ar t s st u den t s eligible for r ea dm ission fr om 1985 t o 1995.
T h e Un iver sit y of Alber t a is a com pr eh en -sive r esea r ch in st it u t ion wh ich in 1995-96 en r olled 29,120 st u den t s in a w ide r a n ge of u n der gr a du a t e a n d gr a du a t e de gr ee pr o-gr a m s. Gr a n t Ma cE w a n Com m u n it y Colle ge is a pu blic, m u lt i-ca m pu s in st it u t ion offer in g m a in ly t wo-yea r cer t ifi ca t e pr ogr a m s a lon g w it h u n iver sit y t r a n sfer a n d n on -cr edit cou r ses. In 1995-96, Gr a n t Ma cE w a n ser ved a ppr oxim a t ely 13,000 st u den t s in cr edit pr o-gr a m m es w it h in t h e E dm on t on m et r opolit a n r e gion wh ich h a s a popu la t ion of a bou t 800,000 people.
T h e ch a r a ct er ist ics of ea ch popu la t ion w a r r a n t ed t h e design of fou r se pa r a t e su r vey in st r u m en t s. T h e developm en t a n d r efi n e-m en t of su r vey in st r u e-m en t s wer e ba sed on a r eview of r eleva n t lit er a t u r e a n d pr evi-ou s r esea r ch , a n d on feedba ck fr om a st a t is-t ics con su lis-t a n is-t , a su r vey design er, a n d in for m ed collea gu es. Qu est ion n a ir es wer e t h en r ea ssessed a n d r efi n ed by a r esea r ch t ea m in t h e Specia l Session s Office a t t h e Un iver sit y of Alber t a . T h e qu est ion n a ir e t o AUCC m em ber in st it u t ion s w a s pilot -t est ed u sin g a ca dem ic a n d a dm in ist r a t ive st a ff a t t h e Un iver sit y of Alber t a . T h e ot h er su r vey in st r u m en t s wer e pilot -t est ed u sin g sm a ll gr ou ps of r espon den t s fr om t h e r espect ive popu la t ion s bein g st u died. For in st it u t ion s in Qu ebec, a n d for ot h er F r en ch -la n gu a ge in st i-t u i-t ion s, a copy of i-t h e su r vey in si-t r u m en i-t w a s pr e pa r ed in F r en ch by a n exper ien ced t r a n sla t or. All su r veyin g pr ocedu r es wer e con -du ct ed bet ween J a n u a r y a n d Apr il 1996.
E igh t y-eigh t AUCC m em ber in st it u t ion s wer e su r veyed a n d 59 qu est ion n a ir es wer e r et u r n ed for a fi n a l r espon se r a t e of a ppr oxi-m a t ely 76 per cen t . F in a l r espon se r a t es for
pa r t -t im e u n der gr a du a t es a n d for m er F a c-u lt y of Ar t s st c-u den t s a t t h e Un iver sit y of Alber t a wer e 63 per cen t a n d 49 per cen t r espect ively. For st u den t s a t Gr a n t Ma cE w a n Colle ge, da t a wer e collect ed t h r ou gh t h e a dm in ist r a t ion of in -cla ss su r veys ba sed on a st r a t ifi ed sa m ple (by yea r a n d pr ogr a m m e a r ea ) of t h e u n iver sit y t r a n sfer popu la t ion . Da t a m a n a gem en t a n d da t a a n a lysis pr oce-du r es wer e con oce-du ct ed or dir ect ly su per vised by a co-r esea r ch er a n d t h e pr in cipa l
r esea r ch er. F in din gs w it h in ea ch da t a set a n d a cr oss da t a set s wer e com pa r ed w it h pr eviou s r esea r ch for com m on t h em es wh ich wou ld h ave im plica t ion s for policy a n d pr a ct ice.
Summary of results
Canadian universities
Da t a on AUCC m em ber in st it u t ion s wer e exa m in ed in fou r m a jor ca t e gor ies of va r i-a bles: bi-a ck gr ou n d in for m i-a t ion ; pi-a r t -t im e de gr ee pr ogr a m m es in clu din g da t a on t h e t ype of pr ogr a m m es offer ed a n d pr ogr a m m e a dm in ist r a t ion ; even in g a n d week en d cou r se offer in gs in clu din g t h e a dm in ist r a t ion of cou r ses; a n d ser vices for pa r t -t im e st u den t s.
T h e m ost com m on ly u sed syst em for defi n -in g fu ll-session (Se pt em ber t o Apr il) cou r ses a ppea r ed t o be six u n it s of cr edit (53 per cen t of r espon din g AUCC in st it u t ion s), a n d t h e m ost fr equ en t ly in dica t ed m a xim u m cou r se loa d for pa r t -t im e u n der gr a du a t e st u den t s w a s t h r ee cou r ses per t er m (a ppr oxim a t ely 54 per cen t of r espon ses). Wh en pa r t -t im e t o t ot a l u n der gr a du a t e en r olm en t pr opor t ion s wer e exa m in ed, a bou t 80 per cen t of r espon -den t in st it u t ion s wer e a bove t h e 10 per cen t r a t io, a n d a bou t 50 per cen t of in st it u t ion s wer e a t or a bove t h e 20 per cen t r a t io. T h e m ea n for pa r t -t im e t o t ot a l u n der gr a du a t e en r olm en t s in de gr ee cr edit pr ogr a m m es w a s 23 per cen t . T h e m ost fr equ en t st a r t in g t im e for a n even in g cr edit cou r se w a s 7:00 p.m . (26 per cen t of r espon din g in st it u t ion s). T h is w a s closely followed by 4:00 p.m . t o 4:30 p.m . (20 per cen t ).
David A. Ke as t
Part-time unive rsity e duc atio n
Inte rnatio nal Jo urnal o f Educ atio nal Manage me nt 1 2 / 3 [1 9 9 8 ] 1 1 4 –1 1 9
wh ich week en d cou r ses wer e offer ed w a s con sider a bly sm a ller t h a n for even in g offer -in gs. N ea r ly a ll of t h e pa r t -t im e pr ogr a m m es (14 ou t of 15) wer e a dm in ist er ed by r e gu la r a ca dem ic de pa r t m en t s.
T h e over a ll ext en t of even in g a n d week en d de gr ee cr edit cou r se offer in gs differ ed con -sider a bly. T h e m ea n n u m ber of even in g cou r ses offer ed by a ll r espon din g in st it u t ion s w a s 204, wh ile t h e m ea n n u m ber of week en d cou r ses w a s on ly 7.5. In st it u t ion s wer e a sk ed t o r a n k fa cu lt ies offer in g t h e gr ea t est n u m ber of even in g de gr ee cr edit cou r ses. T h e m ost fr equ en t ly m en t ion ed fa cu lt ies wer e a r t s, edu ca t ion , a n d com m er ce r espect ively. Wh en r espon ses wer e exa m in ed for week en d pr o-gr a m m in g, t h is r a n k in g sh ift ed t o edu ca t ion , a r t s, a n d com m er ce r espect ively. For t h e m a jor it y of in st it u t ion s (67 per cen t of r espon -den t s), even in g a n d week en d cou r se offer in gs wer e a dm in ist er ed by r e gu la r a ca dem ic de pa r t m en t s.
Appr oxim a t ely 44 per cen t of r espon den t in st it u t ion s pu blish ed m a t er ia ls specifi ca lly for pa r t -t im e st u den t s a n d a lm ost on e-h a lf (48 per cen t ) pr ovided som e for m of fi n a n cia l su ppor t for t h is gr ou p. For t h e m a jor it y of r espon den t s, fu llt im e a n d pa r t t im e a pplica -t ion dea dlin es a -t fou r poin -t s in -t h e a ca dem ic yea r (fi r st t er m , secon d t er m , spr in g session , a n d su m m er session ) wer e t h e sa m e. On ly t en in st it u t ion s (17 per cen t ) in dica t ed t h e exis-t en ce of for m a l policy on exexis-t en ded office h ou r s for t ea ch in g fa cu lt y. Ot h er u n iver sit y ser vices w it h ext en ded h ou r s in dica t ed by in st it u t ion s – a lt h ou gh , in som e ca ses, n ot exclu sively for pa r t -t im e st u den t s – in clu ded libr a r ies, book st or es, r e gist r a r s’ offices, con -t in u in g edu ca -t ion u n i-t s, h ea l-t h ser vices, cou n sellin g offices, r ecr ea t ion fa cilit ies, food ser vices, a pa r t -t im e st u dies office a n d ca r eer a n d pla cem en t ser vices.
Student groups
Da t a on t h e n eeds a n d ch a r a ct er ist ics of t h e t h r ee u n der gr a du a t e st u den t popu la t ion s wer e exa m in ed in six m a jor ca t e gor ies of va r ia bles: dem ogr a ph ic pr ofi les; a ca dem ic ba ck gr ou n ds; fi n a n ces a n d em ploym en t ; edu ca t ion a l expect a t ion s a n d st u den t ser -vices; t ech n ology a n d t h e a lt er n a t ive deliver y of cou r ses; a n d a dva n t a ges a n d disa dva n t a ges of pa r t -t im e a t t en da n ce.
In a ll t h r ee st u den t r espon se gr ou ps, fem a les ou t n u m ber ed m a les a lm ost t wo t o on e. T h e m a jor it y of pa r t -t im e u n der gr a du a t e a n d for m er F a cu lt y of Ar t s st u den t s a t t h e Un iver sit y of Alber t a wer e 25 yea r s of a ge a n d over (76 per cen t a n d 75 per cen t r espect ively) w it h sign ifi ca n t per cen t a ges a ged 30 a n d over (57 per cen t a n d 53 per cen t r espect ively). T h e m a jor it y wer e m a r r ied (60 per cen t a n d 61 per
cen t r espect ively), bu t w it h n o or few de pen -den t ch ildr en . T h eir pr im a r y dayt im e a ct iv-it y w a s em ploym en t , a n d la r ge per cen t a ges (78 per cen t a n d 51 per cen t r espect ively) in dica t ed som e pr eviou s post secon da r y edu -ca t ion pr ior t o en r olm en t a t t h e Un iver sit y of Alber t a . In con t r a st , t h e m ea n a ge of 21 yea r s for u n iver sit y t r a n sfer st u den t s a t Gr a n t Ma cE w a n Com m u n it y Colle ge w a s a t lea st t en yea r s below t h a t of ot h er gr ou ps. T h e va st m a jor it y wer e sin gle a n d wer e fu llt im e st u -den t s. T h eir h igh est level of edu ca t ion pr ior t o Gr a n t Ma cE w a n en r olm en t w a s pr edom i-n a i-n t ly h igh sch ool.
Close t o 60 per cen t of pa r t -t im e u n der gr a d-u a t es a t t h e Un iver sit y of Alber t a expect ed t o com plet e de gr ees, a n d 68 per cen t of t h ese r espon den t s in dica t ed t h a t t h ey wou ld seek pa r t -t im e st a t u s a t t h eir n ext r e gist r a t ion . E igh t y per cen t of Gr a n t Ma cE w a n Colle ge st u den t s in t en ded t o com plet e de gr ees a t t h e Un iver sit y of Alber t a , bu t pla n n ed t o a t t en d fu ll-t im e. Mu ch sm a ller n u m ber s of for m er F a cu lt y of Ar t s st u den t s (24 per cen t ) h a d pla n s for de gr ee com plet ion . For pa r t -t im e u n der gr a du a t es a t t h e Un iver sit y of Alber t a , t h e m a in r ea son s for a t t en din g pa r t -t im e wer e, in or der : t h e desir e t o wor k wh ile a t t en din g cla sses; per son a l/ fa m ily r espon si-bilit ies; a n d t h e n eed t o wor k t o cover expen ses. For for m er F a cu lt y of Ar t s st u -den t s, t h e m a in r ea son s for n on -com plet ion of de gr ees in clu ded: a t t en da n ce a t a n ot h er in st i-t u i-t ion ; la ck of in i-t er et ; em ploym en i-t r espon si-bilit ies; a n d per son a l/ fa m ily r espon sisi-bilit ies.
T h e pr im a r y sou r ce of fu n din g for edu ca -t ion for pa r -t --t im e u n der gr a du a -t es a -t -t h e Un iver sit y of Alber t a w a s cu r r en t em ploy-m en t (47 per cen t of r espon ses). For Gr a n t Ma cE w a n Colle ge st u den t s, t h e pr im a r y sou r ce of fu n din g w a s pa r en t s. La r ge n u m -ber s of pa r t -t im e u n der gr a du a t es a n d for m er F a cu lt y of Ar t s st u den t s a t t h e Un iver sit y of Alber t a wer e em ployed eit h er fu ll-t im e or pa r t -t im e (78 per cen t a n d 84 per cen t r espec-t ively). In con espec-t r a sespec-t , r ou gh ly h a lf of Gr a n espec-t Ma cE w a n st u den t s h eld pa r t -t im e jobs. T h e m a jor it y of pa r t -t im e u n der gr a du a t es a n d for m er a r t s st u den t s h a d a n n u a l fa m ily in com es of a t lea st Cdn $30,000 (64 per cen t a n d 65 per cen t r espect ively). In ea ch of t h ese gr ou ps, a lm ost 30 per cen t h a d a n n u a l in com es of a t lea st Cdn $60,000 per yea r.
David A. Ke as t
Part-time unive rsity e duc atio n
Inte rnatio nal Jo urnal o f Educ atio nal Manage me nt 1 2 / 3 [1 9 9 8 ] 1 1 4 –1 1 9
u n der gr a du a t es (74 per cen t ), a n d t h e sm a ll-est w a s for Gr a n t Ma cE w a n u n iver sit y t r a n sfer st u den t s (41 per cen t ). P a r t t im e u n der -gr a du a t es a n d for m er a r t s st u den t s sh owed a cou r se sch edu lin g pr efer en ce for t h r ee-h ou r block s on ce a week , a n d wer e divided on st a r t t im es bet ween 5.00 p.m . t o 7.00 p.m . week -n igh t s (42 per ce-n t a -n d 48 per ce-n t r espec-t ively), a n d 8.00 a .m . espec-t o 3.30 p.m . week days (43 per cen t a n d 43 per cen t r espect ively). In con -t r a s-t , Gr a n -t Ma cE w a n s-t u den -t s sh owed a pr efer en ce for on e- a n d on e-a n d-a -h a lf-h ou r block s t w ice a week , a n d st a r t t im es of 8.00 a .m . t o 3.30 p.m . week days. Over a ll, r espon ses on t h e n eed for a ft er -h ou r s a ccess t o st u den t ser vices for a ll t h r ee gr ou ps in clu ded t h e r e gist r a r ’s office, fa cu lt y offices, de pa r t m en t offices, cou n sellin g ser vices, a n d pa r k in g ser vices. By fa r t h e m ost fr equ en t ly in dica t ed pr efer r ed t im e for a ccess t o su ch ser vices w a s 4.30 p.m . t o 6.30 p.m . on week days.
High pr opor t ion s of r espon den t s in a ll t h r ee gr ou ps (83 per cen t , 85 per cen t , a n d 85 per cen t for pa r t -t im e Un iver sit y of Alber t a u n der gr a du a t es, Gr a n t Ma cE w a n st u den t s, a n d for m er a r t s st u den t s r espect ively) h a d a ccess t o ba sic com pu t er t ech n ology su ch a s wor d pr ocessin g. Wh en qu est ion s r ela t ed t o t ech n ology w h ich w a s m or e r ecen t or soph is-t ica is-t ed, is-t h ese n u m ber s dr opped by a lm osis-t h a lf. T h e m a jor it y of r espon den t s h a d n ever t a k en cou r ses u sin g t ech n ology or a lt er n a t ive deliver y m ediu m s. Of t h ose wh o h a d, pr in t -ba sed cor r espon den ce w a s by fa r t h e m ost fr equ en t ly u sed m et h od. Wh en qu est ion ed on in t er est in t a k in g cou r ses u sin g a lt er n a t ive deliver y m et h ods, r espon ses wer e gen er a lly low t o m oder a t e a cr oss da t a set s. T h e h igh est level of in t er est w a s expr essed in com pu t er -a ssist ed in st r u ct ion -a l m et h ods su ch -a s CD-ROM, followed by com pu t er con fer en cin g.
For pa r t -t im e u n der gr a du a t es a t t h e Un i-ver sit y of Alber t a , t h e m ost fr equ en t ly list ed a dva n t a ge of pa r t -t im e st u dies w a s t h a t it a llowed t im e for wor k com m it m en t s (56 per cen t of r espon den t s). Per h a ps su r pr isin gly, t h is fi n din g w a s followed by per son a l fu lfi l-m en t a n d fi t w it h per son a l lifest yle (39 per cen t ), a n d fa m ily com m it m en t s (16 per cen t ). For t h is sa m e gr ou p of r espon den t s, t h e m ost fr equ en t ly list ed disa dva m a ge of pa r t -t im e st u dies w a s lim it ed cou r se select ion in clu d-in g even d-in g cou r se select ion (60 per cen t of r espon den t s), followed by t h e ext en ded t im e n eeded for de gr ee com plet ion (27 per cen t ), a n d poor a ccess t o ser vices (20 per cen t ).
F igu r e 1 pr ovides a n over view of m a jor com pon en t s of t h e st u dy w it h a focu s on disci-plin e a r ea s a ccessible for pa r t -t im e de gr ees a t Ca n a dia n u n iver sit ies, a pr ofi le of pa r t -t im e st u den t s, per son a l fa ct or s in fl u en cin g t h e decision t o st u dy pa r t -t im e, a n d t h e
in st it u t ion a l va r ia bles m ost lik ely t o in fl u -en ce pa r t -t im e -en r olm -en t s.
Implications for institutional policy
and practice
A n eed exist s in h igh er edu ca t ion a n d in edu ca t ion a l r esea r ch in gen er a l for t h e t r a n sla t ion of r esea r ch r esu lt s in t o m ea n in g-fu l im plica t ion s for policy a n d con cr et e r ecom m en da t ion s for im pr ovem en t in in st i-t u i-t ion a l pr a ci-t ice. Ba sed on i-t h e r esu li-t s of i-t h is st u dy, a n d w it h r efer en ce t o pr eviou s r esea r ch , t en im plica t ion s for in st it u t ion a l policy a n d pr a ct ice a r e su ggest ed a s gu ide-lin es for im pr ovin g per for m a n ce wh en a ddr essin g t h e a ccess n eeds of pa r t -t im e lea r n er s:
1 F in din gs in t h is st u dy in dica t ed t h a t pa r t -t im e -t o -t o-t a l u n der gr a du a -t e en r olm en -t pr opor t ion s for t h e m a jor it y of r espon din g in st it u t ion s wer e a bove t h e 10 per cen t m a r k , a n d r ou gh ly h a lf wer e a t or a bove t h e 20 per cen t m a r k . For 1 Decem ber 1995, t h e m ea n pa r t -t im e t o t ot a l en r olm en t pr opor t ion w a s 23 per cen t . Twen t y per cen t of r espon den t in st it u t ion s fell below t h e 10 per cen t m a r k in pa r t -t im e t o t ot a l u n der gr a du a t e en r olm en t s. At pr esen t , it is u n clea r a s t o w h a t t h is m ea n s. T h ese en r olm en t differ en ces m ay be su ggest ive of h ow in st it u t ion s per ceive t h eir diver se st u den t con st it u en cies, a n d h ow t h ey h ave u sed fl exible policy a n d pr a ct ice t o a ddr ess t h e lea r n in g n eeds of t h ese gr ou ps. Som e in st it u t ion s m ay r equ ir e a r e-exa m in a t ion of t h e edu ca t ion a l, socia l, a n d econ om ic cost s a n d ben efi t s of pa r t -t im e st u den t s. 2 F in din gs on specifi c pa r t -t im e de gr ee pr
o-gr a m s offer ed by Ca n a dia n u n iver sit ies wer e “sk et ch y” a n d a m bigu ou s a t best . An a lysis of da t a w a s h in der ed by a n u m ber of fa ct or s r a n gin g fr om differ en t r e por t in g pr a ct ices a n d defi n it ion s for pa r t -t im e pr ogr a m m es t o differ en t con ce p-t ion s of u n iver sip-t y de gr ees. Mor e a ccu r a p-t e k n ow ledge a n d in for m a t ion is n eeded on t h e n a t u r e a n d ext en t of pa r t -t im e de gr ee pr ogr a m m in g offer ed by in st it u t ion s. 3 Alt h ou gh t h e dom in a n t or ga n iza t ion a l
m odel for t h e a dm in ist r a t ion of pa r t -t im e pr ogr a m m in g a ppea r s t o be r e gu la r a ca de-m ic de pa r t de-m en t s, pr eviou s r esea r ch su g-gest s t h a t t h is a ppr oa ch m ay n ot be t h e m ost effect ive, a n d t h a t fr eest a n din g pa r t -t im e de gr ee pr ogr a m m es m ay be m or e su ppor t ive a n d com pr eh en sive (see Rick wood, 1995; Sm it h a n d Sa u n der s, 1988; T h om pson a n d Devlin , 1992).
David A. Ke as t
Part-time unive rsity e duc atio n
Inte rnatio nal Jo urnal o f Educ atio nal Manage me nt 1 2 / 3 [1 9 9 8 ] 1 1 4 –1 1 9
cou r ses, yet fi n din gs in t h is st u dy su ggest t h a t bot h t ypes of offer in gs h old pot en t ia l for solicit in g t h e m or e m a t u r e pa r t -t im e st u den t .
5 In t h e pr esen t st u dy, som e eviden ce su g-gest s t h a t sch edu lin g a n d t im et a blin g developm en t sh ou ld focu s on sen ior -yea r cou r se levels (fou r t h -yea r a n d a ft er -de gr ee st u den t s) (see a lso Devlin , 1989.)
6 P r eviou s r esea r ch h a s post u la t ed a r ela -t ion sh ip be-t ween pa r -t --t im e en r olm en -t s a n d t h e ava ila bilit y of even in g a n d week en d cou r se offer in gs (T h om pson a n d Devlin , 1992). An a lysis of da t a fr om Ca n a dia n u n iver sit ies sh owed a posit ive cor r ela t ion bet ween t h e ext en t of even in g cou r se offer in gs a n d pa r t -t im e u n der gr a du a t e en r olm en t s in de pen den t of t h e in fl du -en ce of fu ll-t im e -en r olm -en t s. Wh a t m ay be n eeded is r esea r ch wh ich est a blish es t h e “ca u sa l dir ect ion ” of t h is r ela t ion sh ip. Most lik ely, in cr ea ses in t h e ext en t of even in g pr ogr a m m in g w ill lea d t o pa r t -t im e en r olm en -t gr ow -t h .
7 P r eviou s r esea r ch a n d fi n din gs in t h e pr esen t st u dy r ein for ce t h e n ot ion t h a t som e t ypes of ser vice pr ovision a r e in con -sist en t w it h t h e dem ogr a ph ic pr ofi le a n d ch a r a ct er ist ics of m a t u r e pa r t t im e st u -den t s.
8 A r ea ssessm en t of ser vice pr ovision for pa r t -t im er s m ay t r a n sla t e in t o cost savin gs t o bot h t h e st u den t a n d t h e in st it u t ion . Recen t r esea r ch su ggest s t h a t t h e cost savin gs of edu ca t in g a pa r t -t im e st u den t
com pa r ed t o a fu ll-t im e st u den t m ay be a s h igh a s 50 per cen t (Rick wood, 1995). 9 Over a ll, in t er est in t ech n ology a n d t h e
a lt er n a t ive deliver y of cou r ses w a s “lu k e-w a r m .” T h is fi n din g is su ppor t ed in pr eviou s r esea r ch , wh ich a lso su ggest s t h a t dist a n ce lea r n in g m ay n ot be a n a t t r a ct ive a lt er n a t ive for m a n y pa r t -t im er s (Br oom fi eld, 1993; T h om pson a n d Devlin , 1992).
10 F in din gs on t ech n ology a n d a lt er n a t ive deliver y wer e h igh ly con sist en t a cr oss a ll t h r ee r espon se gr ou ps. T h ese fi n din gs m ay be a m or e w idespr ea d ph en om en on . If so, t h is wou ld n eed t o be weigh ed a ga in st gover n m en t a n d in st it u t ion a l policies a dvoca t in g in cr ea sed t ech n ology in t e gr a -t ion , a l-t er n a -t ive deliver y, a n d dis-t a n ce lea r n in g in edu ca t ion a l set t in gs.
Conclusion
In t h e la st few deca des, edu ca t ion a l in st it u -t ion s h ave in ves-t ed con sider a ble r esou r ces in st r a t e gic pla n n in g effor t s in t en ded t o defi n e, est a blish , or r ea ffir m edu ca t ion a l m ission s a n d va lu es. Typica lly, h owever, t h ese in it ia -t ives a r e “-t op-dow n ” a c-t ivi-t ies, wh er e deci-sion m a k in g pr oceeds fr om gover n m en t pol-icy on edu ca t ion , t h r ou gh m a jor in st it u t ion a l st a k eh older s, a n d t h en t o va r iou s st u den t clien t eles. T h u s, st u den t s r em a in sit u a t ed a t t h e r eceivin g en d of t h e im plem en t a t ion of wh a t policy m a k er s decide “ou gh t ” t o be don e. In con t r a st , t h e r esea r ch descr ibed h er e ser ves a s a good exa m ple of a n a lt er n a t ive Part-Time Student
Pro file Stude nt Ac e s s to
Part-Time De gre e s
Arts
Applie d Arts - manage me nt,
c hild c are Stude nt Ac c e s s to Part-Time De gre e s
Bus ine s s / Co mme rc e
Nurs ing
Sc ie nc e
So c ial Wo rk
Emplo yme nt Status Childre n
Goals/ Expec tations
Ge nde r Age
Prio r Educ atio n
Marital Status
Family Inc o me
Pe rs o nal Fac to rs Affe c ting De c is io n to
Study Part-Time
De s ire to Wo rk
Life s tyle Fit
Family Responsibilities
Direc t/ Indirec t Co s ts
Co urs e Se le c tio n - le ve l, range ,
s e que nc e
Co urs e Sc he duling - e ve nings , we e ke nds
Ac c e s s to Se rvic e s - re gis trar, fac ultie s ,
de partme nts Ins titutio nal Fac to rs Affe c ting Part-Time
Enro lme nts
De gre e Struc ture - adminis tratio n - time to c o mple te - o the r s uppo rt Figure 1
David A. Ke as t
Part-time unive rsity e duc atio n
Inte rnatio nal Jo urnal o f Educ atio nal Manage me nt 1 2 / 3 [1 9 9 8 ] 1 1 4 –1 1 9
“bot t om -u p” a ppr oa ch , wh er e, pot en t ia lly, t h e pr ocess m oves fr om r eleva n t k n ow ledge a n d in for m a t ion on st u den t s a n d pr ogr a m m es t o in st it u t ion a l ch a n ge; t h a t is, fr om st u den t n eeds t o in st it u t ion a l r espon ses.
In Ca n a da , r esea r ch er s, sch ola r s, a n d a dm in ist r a t or s in h igh er edu ca t ion oft en a ppea l t o dem ogr a ph ic, polit ica l, or socio-econ om ic fa ct or s a s expla n a t ion s for t h e va r iet y of u n a n t icipa t ed pr essu r es w it h wh ich or ga n iza t ion s a r e n ow fa ced. (F a llin g pa r t -t im e en r olm en t s m ay be a ca se in poin t .) Alt h ou gh t h ese ext er n a l va r ia bles do ser ve a s per fect ly va lid expla n a t ion s of in t er n a l or ga -n iza t io-n a l st r esses, i-n st it u t io-n s h ave lit t le con t r ol, a n d m or e oft en n o con t r ol, over su ch va r ia bles. Alt er n a t ively, a n in st it u t ion a l policy decision m odel ba sed on st u den t n eeds a llow s edu ca t ion a l or ga n iza t ion s t o be gin t o iden t ify st r a t e gies t h r ou gh wh ich t h ey ca n exer cise pr oa ct ive in fl u en ce in cou n t er in g t h e u n pr edict a ble effect s of sh ift in g socia l t r en ds. For exa m ple, t h e r esu lt s of t h is st u dy su ggest , a m on g ot h er t h in gs, t h a t well-pla n n ed, in t elligen t cou r se sch edu lin g a n d ca r efu lly design ed st u den t ser vices ca n in fl u -en ce pa r t -t im e -en r olm -en t s. Over a ll, t h is de pict s a qu it e differ en t in st it u t ion a l policy decision m odel. T h e essen t ia l differ en ce lies in t h e “dir ect ion a l fl ow ” of t h e pr ocess it self, a n d t h er efor e in t h e t ype a n d qu a lit y of k n ow ledge on w h ich decision s a r e ba sed.
Most im por t a n t ly, h ow in st it u t ion s ch oose t o u se r eleva n t k n ow ledge on st u den t s a n d pr ogr a m m es ca n a ffect policy ch a n ge a n d im pr ove edu ca t ion a l pr a ct ice.
References
Associa t ion of Un iver sit ies a n d Colle ges of Ca n a da (1996), T ren d s 1996: T h e Ca n a d ia n Un iv ersity in Pr ofi le, Au t h or, Ot t aw a . Bou r n er, T., Reyn olds, A., Ha m ed, M. a n d Ba r n et t ,
R. (1991), Pa r t-tim e S tu d en ts a n d T h eir E x p er i-en ce of H igh er E d u ca tion, SRHE a n d Open Un iver sit y P r ess, Bu ck in gh a m .
Br oom fi eld, C. (1993 ), “T h e im por t a n ce of m a t u r e, pa r t -t im e st u den t s t o h igh er edu ca t ion in t h e UK”, H igh er E d u ca tion, Vol. 25, pp. 189-205. Devlin , L. (1989), “P a r t -t im e st u den t s: a closer
look ”, Ca n a d ia n J ou r n a l of Un iv ersity Con tin -u in g E d -u ca tion, Vol. 15 N o. 1, pp. 29-38. Rick wood, P. (1995), “Ot h er s lik e u s? – A st u dy of
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Sm it h , D.M. a n d Sa u n der s, M.R. (1988), “P a r t -t im e h igh er edu ca t ion : pr ospect s a n d pr a ct ices”,
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T h om pson , G. a n d Devlin , L. (1992), “Access by pa r t -t im e st u den t s: a qu est ion of open n ess in Ca n a dia n u n iver sit ies”, Ca n a d ia n J ou r n a l of H igh er E d u ca tion, Vol. 22 N o. 3, pp. 57-75. Tigh t , M. (1991), “P a r t -t im e h igh er edu ca t ion in
