Part‐time higher education in Northern Ireland

1989 ◽  
Vol 4 (2) ◽  
pp. 21-25
Author(s):  
Ronald Bishop
Keyword(s):  
Higher Education ◽  
Northern Ireland ◽  
Part Time

scholarly journals The Hybridisation of Conventional Higher Education: UK Perspective

2002 ◽  
Vol 2 (2) ◽  
Author(s):  
Roger Lewis
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Distance Learning ◽  
Full Time ◽  
Open Learning ◽  
Tertiary Sector ◽  
Face To Face ◽  
The United Kingdom ◽  
Part Time ◽  
Radical Approach

Before the creation of the United Kingdom Open University (UKOU) - its Charter was given in 1969 and the first students were admitted in 1971 - the full-time residential model of higher education was pervasive, with part-time and distance modes of study seen as separate and inferior. The UKOU demonstrated the effectiveness of distance learning but also, because of its success, in some ways inhibited change in the mainstream tertiary sector. As social and political pressures on the sector grew, higher education providers were forced to innovate and models of “open learning” offered ways forward. As a result, the distinction between “distance” and “face-to-face” delivery rapidly eroded during the 1990s. However, barriers still remain to a more radical approach to provision as a whole.

scholarly journals The Senses Framework: Understanding the Professional Development of Postgraduates Who Teach

2017 ◽  
Vol 5 (3) ◽  
Author(s):  
Amy Burge ◽  
Maria Grade Godinho ◽  
Miesbeth Knottenbelt ◽  
Daphne Loads
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Significant Contribution ◽  
Administrative Staff ◽  
Research Project ◽  
Senior Staff ◽  
Teaching Assessment ◽  
Research Outcomes ◽  
Gerontological Nursing ◽  
Part Time

The aim of this research project was to deepen our understanding of the professional development of postgraduates who teach (tutors). Using arts-based methods, we asked postgraduate tutors and senior staff how they saw tutors’ roles and development needs. Based on our research outcomes, we found that both postgraduate tutors and senior staff were concerned in their different ways about a lack of community, the administrative burden on tutors, the importance of enjoyment, how tutoring should be recognised and valued, and the question of training versus development. We make use of a framework borrowed from gerontological nursing for thinking about and addressing these issues in practice. Note: In this paper, ‘tutor’ refers to the part-time, adjunct, assistant, sessional or casual staff who make a significant contribution to small and large-group teaching, assessment and feedback in higher education. We are particularly concerned here with postgraduates who teach; ‘senior staff’ refers to a variety of colleagues who have some responsibility for supporting tutor development, including course organisers, senior tutors and administrative staff.

scholarly journals Psychological Impact of the COVID-19 Pandemic on Licensed Full-Time Practicing Nurses Undertaking Part-Time Studies in Higher Education: A Cross-Sectional Study

2021 ◽  
Vol 18 (16) ◽  
pp. 8569
Author(s):  
Siu-Ling Chan ◽  
Naomi Takemura ◽  
Pui-Hing Chau ◽  
Chia-Chin Lin ◽  
Man-Ping Wang
Keyword(s):  
Higher Education ◽  
Psychological Impact ◽  
Cross Sectional Study ◽  
Full Time ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Brief Cope ◽  
Resilience Scale ◽  
Patient Health ◽  
Part Time

Frontline nurses face an unpreceded situation with the coronavirus disease (COVID-19) pandemic, and many report suffering from physical and psychological stress. This online, cross-sectional survey used questionnaires, such as the Generalized Anxiety Disorder (GAD-7) questionnaire, the Patient Health Questionnaire (PHQ-2), the Connor–Davidson Resilience Scale, stress-related questions, and Brief Coping Orientation to Problems Experienced (Brief-COPE), to determine the psychological impact of COVID-19 on licensed full-time practicing nurses undertaking part-time studies in higher education. Recruitment commenced from August to September 2020; 385 students were approached, and 124 completed the survey (response rate: 32%). Most of the respondents were frontline nurses working in public sectors (89.5%), 29% of whom reported symptoms of depression, and 61.3% reported mild to severe levels of anxiety. The GAD-7 was significantly associated with the resilience score (β = −0.188; p = 0.008) and exhaustion (β = 0.612; p < 0.001). The PHQ-2 was significantly associated with ‘anxiety about infection’ (β = 0.071; p = 0.048). A lower anxiety level was significantly associated with a higher resilience level and a lower level of exhaustion, and a lower depression level was significantly associated with a lower anxiety about infection. Nursing programs incorporating resilience building may mitigate psychological distress of the study population.

Navigating a Pathway to Partnership through Turbulent Seas of Adversity

2011 ◽  
pp. 273-294
Author(s):  
Paul Breen ◽  
Magdalena De Stefani ◽  
Achilleas Kostoulas
Keyword(s):  
Higher Education ◽  
Education Sector ◽  
Full Time ◽  
Doctoral Studies ◽  
Research Context ◽  
Part Time

Many adult professionals no longer have the time or finances to engage in full time, on site study, and as a consequence are seeking flexible alternatives. Some institutions have been slow to react to this change. The organisation described herein has been quicker to react but this movement towards change also poses its own unique issues. These issues are discussed and analysed by three students who have participated in a part-time programme of doctoral studies while embedded in their research context. But, one of the drawbacks of conducting a study such as this though is the contemporary lack of statistics on the actual dichotomy of provision between conventional and alternative modes of teaching in the higher education sector. The reason for this is that higher education organisations in Britain operate in a competitive and individualised manner rather than as a cohesive block.

Quality Management Practices in Lifelong Learning Programs at German Higher Education Institutions

2016 ◽  
pp. 1511-1548
Author(s):  
Anita Mörth
Keyword(s):  
Higher Education ◽  
Quality Management ◽  
Lifelong Learning ◽  
Management Practices ◽  
Research Process ◽  
Further Education ◽  
Learning Programs ◽  
Part Time ◽  
Time Courses ◽  
Management Workshop

This chapter gives an overview of quality management activities in German universities engaging in lifelong learning. Projects funded within the German-wide funding competition “Advancement through Education: Open Universities” aim to open universities to lifelong learning and to increase permeability between vocational and academic pathways. They range from development of concepts for part-time courses, further education and blended learning study formats to new kinds of cooperation with institutions outside university. Quality management activities have to be developed and implemented in all projects. The chapter presents the findings of an action research process including a quality management workshop with different universities involved in the funding competition and the resulting recommendation paper, complemented by a document analysis, which show the variety of quality assurance and quality management activities within academic continuing education in German higher education.

Quality Management Practices in Lifelong Learning Programs at German Higher Education Institutions

2016 ◽  
pp. 102-138 ◽  
Author(s):  
Anita Mörth
Keyword(s):  
Higher Education ◽  
Quality Management ◽  
Lifelong Learning ◽  
Management Practices ◽  
Research Process ◽  
Further Education ◽  
Learning Programs ◽  
Part Time ◽  
Time Courses ◽  
Management Workshop

This chapter gives an overview of quality management activities in German universities engaging in lifelong learning. Projects funded within the German-wide funding competition “Advancement through Education: Open Universities” aim to open universities to lifelong learning and to increase permeability between vocational and academic pathways. They range from development of concepts for part-time courses, further education and blended learning study formats to new kinds of cooperation with institutions outside university. Quality management activities have to be developed and implemented in all projects. The chapter presents the findings of an action research process including a quality management workshop with different universities involved in the funding competition and the resulting recommendation paper, complemented by a document analysis, which show the variety of quality assurance and quality management activities within academic continuing education in German higher education.

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