Top PDF Part-time undergraduate students in England

Part-time undergraduate students in England

Part-time undergraduate students in England

“I welcome the Government’s introduction of maintenance loans for part-time students in today’s Budget. With part-time students more likely to be from under-represented groups, this is an important step in making higher education more accessible, and I hope it will help reverse the troubling decline in part-time student numbers we have seen in recent years [note 1]. I also encourage universities and colleges to continue to think about how they can attract and support part-time learners, for example through

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House of Commons Library: Briefing paper: Number CBP 7966, 18 January 2019: Part-time undergraduate students in England

House of Commons Library: Briefing paper: Number CBP 7966, 18 January 2019: Part-time undergraduate students in England

“I welcome the Government’s introduction of maintenance loans for part-time students in today’s Budget. With part-time students more likely to be from under-represented groups, this is an important step in making higher education more accessible, and I hope it will help reverse the troubling decline in part-time student numbers we have seen in recent years [note 1]. I also encourage universities and colleges to continue to think about how they can attract and support part-time learners, for example through

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                        Paying the Price? An Investigation Into the Continued Decline of Part-time Higher Education in England

Article Paying the Price? An Investigation Into the Continued Decline of Part-time Higher Education in England

The 2010 election of a coalition government and subsequent publication of the Browne Report into university funding signalled a major HE policy shift. In a bid to reduce the budget deficit, the burden of HE funding was transferred from central government to the students themselves in 2012 (Department for Business, Innovation and Skills, 2011; Callender & Wilkinson, 2012), and was justified by the government as putting ‘HE on a sustainable footing’ (Department for Business, Innovation and Skills, 2011, p. 4). For the first time, part-time students had access to tuition-fee loans on the same basis as their full-time counterparts, however, because of the retention of the ELQ restriction large numbers of prospective students remained ineligible (Callender & Little, 2015; Horrocks, 2015). Although part-time fees were regulated and capped at £6,750 per annum, for many part-time students this represented a significant increase (Callender & Wilkinson, 2012) and a policy intended to achieve greater parity between the modes inadvertently resulted in part-time study becoming less attractive or affordable (Bennion et al., 2011). The significant increase in tuition fees being paid by young full-time undergraduate students dominated the HE policy debate and, as a result, the decline in part-time enrolments remained peripheral (Butcher, 2015b). The retention of the ELQ ruling and significantly higher fees that were not sufficiently mitigated by access to tuition-fee loans, acted as major disincentives to part-time study, and are widely regarded as key drivers behind the decline in enrolments (Butcher, 2015b). Furthermore, there is some evidence that the take-up of part-time study loans has been lower than anticipated and may reflect the complexity of a system primarily designed for full-time undergraduate students who will enter employment for the first time after graduating (Callender, 2015b).
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An Assessment of Sedentary Time Among Undergraduate Students at an Urban Canadian University

An Assessment of Sedentary Time Among Undergraduate Students at an Urban Canadian University

expenditure and posture simplifies the term but provides researchers with a means of gathering information on what activities constitute sedentary behaviour and how long an individual might be participating in these activities each day. The current definition does nothing to advance knowledge on just how long an individual should be active each day in order to avoid negative health effects. If researchers were to use the definition of 1.0 to 1.5 METs for each sedentary behaviour to determine prevalence, it would be safe to assume that they would find that 100% of society is sedentary as everyone sits or lies down at one point or another. Based on the work put into the CPAG, it is now known that physical inactivity can be defined as less than 150 minutes of moderate to vigorous physical activity per week, and puts individuals at risk for negative health consequences (Tremblay et al., 2011). A similar definition of sedentary behaviour needs to be created in order to fully understand the magnitude of the sedentary behaviour problem in society. People participate in sedentary behaviours such as sitting every day, but when these activities accumulate into a lifestyle, they need to be further explored and defined. Varo et al. (2003) put forth a definition for sedentary lifestyle that stated: they “expended less than 10% of their leisure-time energy expenditure in activities that required greater than 4 METs” (Varo et al., 2003,p. 139). However, this definition is supported by a single study and at a time when
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Undergraduate Time to Degree

Undergraduate Time to Degree

At the 4-year mark, DSS has the largest share of its freshmen level students who started and graduated in DSS at 61.5% while HArCS at 51.4% has the lowest share. A similar pattern holds for students who started in different units and finished in DSS and HArCS. Their respective shares of graduates were 45.6% and 29.4%. At the 5-year mark, the spread between the high and low values shrinks considerably, particularly for students who started and finished in different units. Even so, for HArCS continues to have the lowest the

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Teaching undergraduate students in rural general practice: an evaluation of a new rural campus in England

Teaching undergraduate students in rural general practice: an evaluation of a new rural campus in England

Introduction: One approach to facilitating student interactions with patient pathways at Keele University School of Medicine, England, is the placement of medical students for 25% of their clinical placement time in general practices. The largest component is a 15-week ‘student attachment’ in primary care during the final year, which required the development of a new network of teaching practices in a rural district of England about 90 km (60 mi) from the main campus in North Staffordshire. The new accommodation and education hub was established in 2011–2012 to enable students to become immersed in those communities and learn about medical practice within a rural and remote context. Objectives were to evaluate the rural teaching from the perspectives of four groups: patients, general practice tutors, community hospital staff and students. Learning outcomes (as measured by objective structured clinical examinations) of students learning in rural practices in the final year were compared with those in other practices. Methods: Data were gathered from a variety of sources. Students’ scores in cohort-wide clinical assessment were compared with those in other locations. Semi-structured interviews were conducted with general practice tutors and community hospital staff. Serial focus groups explored the perceptions of the students, and questionnaires were used to gather the views of patients.
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Impact of time management behaviors on undergraduate engineering students’ performance

Impact of time management behaviors on undergraduate engineering students’ performance

From this particular data set, we have inferred that stu- dents are very inclined to SGP but may not have the tactical time management skills to realize these goals and priorities efficiently. Also students find themselves procrastinating on tasks they do not like but must be done. It was found that although time management behaviors seemed to influence academic performance, they only accounted for a small per- centage of the variability of the cumulative GPA, implying that there are other factors, such as study skills, problem solv- ing, socioeconomics, and personality, that need to be explored. Our results contribute to the understanding of studentstime management behaviors in relation to their academic per- formance. This research was undertaken with student within a department of Electrical and Computer Engineering and fur- ther research is needed to establish its generalizability to other disciplines and contexts. In establishing a clear link between studentstime management behaviors and GPA, this study helps to identify a potential barrier to student success and offers justification for practical interventions in this area. Furthermore, in shinning a light on the significance of one nonacademic factor, this study also suggests that other such factors may also impact students’ chances of attaining success in higher education and therefore deserve investigation.
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The impact of students' part-time work on educational outcomes

The impact of students' part-time work on educational outcomes

This paper examines the impact of part-time employment at the age of 16 whilst still in compulsory full-time education, based on two outcomes: performance in GCSE 3 exams and the probability of continuing education at the age of 17, based on data from the Longitudinal Study of Young People in England (LSYPE). This paper contributes to the existing literature in a number of ways. It identifies the impact of early employment during compulsory education on outcomes of all students.. Furthermore, by using the English data, I compare my results with those from the US in a different institutional setting. The culture of work, labour market regulations, and macroeconomic conditions as well as the education system in the US differ from those in the England. Obtaining evidence based on English data allows a better understanding of these phenomena and an opportunity to formulate conclusions and recommendations tailored for specific conditions. Previous studies have examined the determinants of part-time work among 16-year-olds (Dustmann et al., 1996), and the relationship with parental financial transfers (Dustmann et al., 2009). However, to my knowledge, there are very few studies (Dustmann and Van Soest, 2007) that focus of the impact of part-time work at the age of 16 on educational outcomes in England and use the most recent data.
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How commencement of part time study impacts on the lifeworld of mature students

How commencement of part time study impacts on the lifeworld of mature students

Webber (2004) identifies a conflict for students in terms of wanting to get a certain grade versus significant learning. He suggests that students sacrifice deep learning in order to channel their energy into an area confined by the assessment, usually dictated by restrictive learning outcomes. Brown (2006) demonstrated how she overcame this conflict with a post-graduate course, structured without any learning outcomes or syllabus, allowing students to decide what to study and what to investigate in their assessment. Although not supported by any empirical evidence or theory, she argues that students' motivation can be determined by their own areas of interest. However, this should be viewed within the context of post-graduate students; a group with different needs and expectations to those on undergraduate programmes. Neville (2002) argues that for many students "writing their first assignment and waiting for the results and feedback from the tutor is a crucial time - and often can make the difference between staying the course and dropping out" (pl5). Fleming and Murphy (1997) concur with this view that the first assignment creates a high level of anxiety as students grapple to assess what is expected of them. This contributes to much of the learning environment that is inhabited by the adult learner, and for many this has a negative or obstructive impact upon the learning process (Askham 2008). The system, which is essentially set up for younger students, often restricts the development of adult learners as they are put on the conveyor belt of mass higher education (Askham 2008).
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Programme of: Postgraduate & Undergraduate Studies Part-time Courses Continuing Ministry Development Seminars & Workshops Ministerial Formation

Programme of: Postgraduate & Undergraduate Studies Part-time Courses Continuing Ministry Development Seminars & Workshops Ministerial Formation

The College library is a valuable resource for anyone engaged with theological study for academic courses, Christian ministry or for personal interest. The library also benefits from a close working relationship with the Methodist Historical Society in Ireland (located immediately beside the library) which holds a wealth of historical records and artefacts relating to Irish Methodism. Readership of the library is free to all Methodist ministers and Edgehill students. The fee for all others is £20 per annum. To register to become a reader, please contact the College Librarian at 028 9068 6936 or email libr@edgehillcollege.org.
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A rural undergraduate campus in England: virtue from opportunity and necessity

A rural undergraduate campus in England: virtue from opportunity and necessity

These three challenges were independent but also interdependent: practices could not be expected to make a firm commitment and start preparing for teaching unless they were confident students would be placed with them. This, in turn, depended on accommodation and finance; organisations willing to work in partnership with Keele to provide accommodation would require assurances of finance before investing their resources in the project, and securing finance was dependent on sustainable practice capacity to take students on placement. This was also the case with practices and accommodation.
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Support for postgraduate students in England

Support for postgraduate students in England

1.154 Autumn Statement 2014 therefore introduces a new offer of income contingent loans for those under 30 years old wishing to undertake a postgraduate taught masters in any subject. These loans, of up to £10,000, are planned to be available from 2016- 17 and will be repaid concurrently with undergraduate loans. The loans are designed so that, on average, individuals will repay in full, in recognition of the high private return to individuals, but they will beat commercial rates. The government will consult on the detail and will confirm the delivery plan. This is expected to benefit around 40,000 students, and enable around 10,000 more individuals to take advantage of the opportunity to undertake postgraduate study each year.
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Flexible Learning: Wrapping Higher Education Around the Needs of Part- Time Students

Flexible Learning: Wrapping Higher Education Around the Needs of Part- Time Students

56. Birkbeck’s programmes include certificates and short courses, undergraduate degrees, and postgraduate qualifications in subjects ranging across arts, business, economics, law, science and social sciences. Teaching takes place at the main campus in Bloomsbury, Central London, and in Stratford, where a new campus will open next autumn as part of a joint initiative with the University of East London. 57. In 2010-11 there were nearly 18,000 students studying at Birkbeck. The vast majority were studying part-time – 93 per cent by headcount, 91 per cent by FTE. The highest proportion of students were studying for ‘other undergraduate qualifications’ (8,064), including Certificates of Higher Education. There were 4,683 undergraduate degree students and 5,075 postgraduate students (including taught and research
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Preparing Undergraduate Students for IT Certification

Preparing Undergraduate Students for IT Certification

exam opportunities into their programs as a further way for students to demonstrate the necessary workplace skills, along with their diplomas. On the other hand, students find that certifications can be earned in a much shorter time period than full associate degree programs take, and that certification often leads to higher starting salaries. There are a numbers of reasons that drive the need to include IT certification as a critical component of IS/IT curricula. A rapid change in workplace technology requirements has increased the burden on workers and employers to main- tain workplace skills and to document worker competency. Training students for the workforce and providing them with cutting edge IT skills needed to compete in college education is driving administrators to implement IT certification programs. Students are attracted to colleges that teach leading edge technologies and provide avenues to acquire IT certifications. Employers have a tendency to hire graduates that have acquired IT certification in addition to their degree. Cur- rently University and colleges that offer IT certification often separate IT certification objectives from their undergraduate curricula. It is however important to include IT certification objectives into key IS courses in order to provide an opportunity for students to acquire certification upon completion of these courses.
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FOR UNDERGRADUATE, GRADUATE, AND INTERNATIONAL STUDENTS

FOR UNDERGRADUATE, GRADUATE, AND INTERNATIONAL STUDENTS

You must meet the Eligibility requirements each time you pay a premium to continue insurance coverage. To avoid a lapse in coverage, your premium must be recovered within 30 days after the coverage expiration date. It is the student’s responsibility to make timely renewal payment to avoid a lapse in coverage. Eligible students who involuntarily lose coverage under another group insurance plan are also eligible to purchase the University of Nevada, Las Vegas Student Health Insurance Plan. These students must provide Wells Fargo Insurance with proof that they have lost insurance through another group (certificate and letter of ineligibility) within 30 days of the qualifying event. The effective date would be the later of: a) term effective date, or b) the day after prior coverage ends if enrollment request is received by Wells Fargo Insurance within 30 days from loss of prior coverage.
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How commencement of part time study impacts on the lifeworld of mature students

How commencement of part time study impacts on the lifeworld of mature students

Webber (2004) identifies a conflict for students in terms of wanting to get a certain grade versus significant learning. He suggests that students sacrifice deep learning in order to channel their energy into an area confined by the assessment, usually dictated by restrictive learning outcomes. Brown (2006) demonstrated how she overcame this conflict with a post-graduate course, structured without any learning outcomes or syllabus, allowing students to decide what to study and what to investigate in their assessment. Although not supported by any empirical evidence or theory, she argues that stude ts otivation can be determined by their own areas of interest. However, this should be viewed within the context of post-graduate students; a group with different needs and expectations to those on undergraduate programmes. Neville (2002) argues that for many students iti g thei fi st assig e t a d aiti g fo the results and feedback from the tutor is a crucial time – and often can make the difference between staying the cours e a d d oppi g out p . Fle ing and Murphy (1997) concur with this view that the first assignment creates a high level of anxiety as students grapple to assess what is expected of them. This contributes to much of the learning environment that is inhabited by the adult learner, and for many this has a negative or obstructive impact upon the learning process (Askham 2008). The system, which is essentially set up for younger students, often restricts the development of adult learners as they are put on the conveyor belt of mass higher education (Askham 2008).
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Lower income students and the ‘double deficit’ of part-time work: Undergraduate experiences of finance, studying, and employability

Lower income students and the ‘double deficit’ of part-time work: Undergraduate experiences of finance, studying, and employability

Innovation and Skills (BIS 2011b) implemented the National Scholarship Programme (NSP). Beginning in 2012, the scheme was designed to provide financial help to students from disadvantaged backgrounds with the cost of attending university. Indeed, evidence derived from student funding policy changes of 2004 have shown a positive impact of bursaries on both enrolment and degree outcomes (Dearden, Fitzsimons & Wyness 2014; Murphy & Wyness 2016). The NSP was originally planned to be worth at least £3,000 - to be taken as either tuition- fee waiver or cash bursary – and it was hoped that the scheme could help as many as 50,000 students. With matched funding from HEIs, the government contribution to the scheme totalled £200 million between 2012 and 2015 and is likely to have benefited 16,600 students in 2012 (IFS 2012). However, the scheme lasted just three years and has subsequently replaced with an increased loan entitlement for students entering HE after 2016 (Bowest et al. 2016).
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ESTIMATED EXPENSES FOR FULL-TIME BEGINNING UNDERGRADUATE STUDENTS

ESTIMATED EXPENSES FOR FULL-TIME BEGINNING UNDERGRADUATE STUDENTS

The overall graduation rate is also known as the "Student Right to Know" or IPEDS graduation rate. It tracks the progress of students who began their studies as full-time, first-time degree- or certificate- seeking students to see if they complete a degree or other award such as a certificate within 150% of "normal time" for completing the program in which they are enrolled.

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The lost part-timers: The decline of part-time undergraduate higher education in England

The lost part-timers: The decline of part-time undergraduate higher education in England

It is imperative that something is done to arrest this decline, as lifelong learning is only going to become more important. Sutton Trust research with the Boston Consulting Group has shown that up to 15 million jobs in the UK will come at risk through automation, and that the jobs most in danger are roles more likely to be performed by those from modest backgrounds. The ability to upskill will become even more crucial in the context of these dramatic changes, and it is essential that those from less well-off backgrounds are not left even further behind. Part-time and mature learning will become vital for those seeking to adapt to this new environment, and we must ensure there are varied, high-quality and accessible learning opportunities for those who wish to develop their skills. Lack of financial resources cannot be allowed to block access to these opportunities.
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