Unheard: The Voices of Part-Time Adult Learners. HEPI Report 124

Autor/in	Butcher, John
Institution	Higher Education Policy Institute (HEPI) (United Kingdom)
Titel	Unheard: The Voices of Part-Time Adult Learners. HEPI Report 124
Quelle	(2020), (52 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-908240-59-0
Schlagwörter	Adult Students; Part Time Students; Student Experience; Higher Education; Barriers; Inclusion; Feedback (Response); Self Efficacy; Foreign Countries; Nontraditional Students; Declining Enrollment; Disadvantaged; Educational Policy; Open Universities; Access to Education; Paying for College; Student School Relationship; Academic Aspiration; Tutoring; Skill Development; Student Responsibility; United Kingdom (England); United Kingdom (Bristol); United Kingdom (Leeds); United Kingdom (London); United Kingdom (Scotland); United Kingdom (Northern Ireland); United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Part-time students; Teilzeitstudent; Studienerfahrung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Inklusion; Self-efficacy; Selbstwirksamkeit; Ausland; Politics of education; Bildungspolitik; Offene Universität; Education; Access; Bildung; Zugang; Bildungszugang; Studienfinanzierung; Schüler-Lehrer-Beziehung; Förderkonzept; Nachhilfeunterricht; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	In this paper John Butcher challenges policymakers and the English higher education sector to act urgently to address the decline in part-time higher education. Although the drop in part-time student numbers has been well-reported in a series of quantitative studies, the problem persists. The dramatic reduction in part-time learners disproportionately affects those disadvantaged adults with characteristics associated with widening participation. This paper takes a different approach to the issue, drawing on qualitative data from interviews conducted with part-time learners to construct the story of the barriers, voiced in their own words. Their perspectives demonstrate the loss of transformative learning possibilities for adults who missed out at 18, and a loss of diversity in the student body. Recommendations include: a call for universities and national policies to become more part-time student aware; a push for institutions to adopt far more flexible systems to meet part-time learner needs; and a plea for greater inclusivity in policy assumptions around students. (As Provided).
Anmerkungen	Higher Education Policy Institute. 99 Banbury Road, Oxford, OX26JX, UK. Tel: +44-1865-284450; Fax: +44-1865-284449; e-mail: info@hepi.ac.uk; Web site: http://www.hepi.ac.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01