scholarly journals Felnőtt tanulók diplomaszerzési törekvései

2017 ◽  
Vol 4 (4) ◽  
Author(s):  
Ágnes Engler
Keyword(s):  
Higher Education ◽  
Labour Market ◽  
Academic Life ◽  
Sociological Research ◽  
Full Time ◽  
Mature Students ◽  
Part Time Students ◽  
Part Time ◽  
Asking Questions

A tanulmányban a felsőoktatás ritkán vizsgált hallgatói csoportjának, a munka és (vagy) család mellett, részidős képzésben tanuló felnőtt hallgatók tanulmányi beruházásait vizsgáltuk. A részidős képzésben tanulókat érintő tudományos jellegű megkeresések leginkább a diplomaszerzést követően történnek a diplomás utánkövetéses vizsgálatok keretében. Ennek során a felsőoktatásban végzettek szakmai életútját munkaerő-piaci szemszögből kísérik figyelemmel, érdeklődve a diploma megszerzését követő karrierállomásokról, a diploma beválthatóságáról, munkaerő-piaci pozicionálásról, a tanulmányokba történő befektetések megtérüléséről és hozamairól. A felnőttoktatás felől közelítve ugyancsak elmondható, hogy a kutatási kérdések szintén szűk körben keresnek választ a felnőttek tanulási aspirációjára vagy eredményességére. Vizsgálatunkban a tanulási döntéseket, tanulási motivációkat és az eredményességet kísérjük figyelemmel, mégpedig a tanulmányi életút függvényében.***In this peaper we wish to deal with a group of students in higher education who usually receive little attention: the students pursuing their studies while they have a full-time job and a family. Sociological research dealing with people earning a degree as part-time students usually reaches the students after graduation, in the form of follow-up examinations. These projects follow the career of graduates from the aspects of the labour market, asking questions about the stations in the career of the individuals after graduation, the return of the investment made into education, the value of the degree in the labour market. Even the research projects approaching the issue from the aspects of higher education usually do not seek an answer to questions regarding the aspirations of the students for learning, or the success of their learning process. In our examination we research the learning decision, motivation and efficiency of mature students in the light of the academic life.

scholarly journals Differences in Approaches to Employment of Contemporary Generations on the Labour Market (on Example of Economics and Managerial Study Programmes)

2019 ◽  
Vol 27 (s1) ◽  
pp. 64-69
Author(s):  
Jana Marie Šafránková
Keyword(s):  
Czech Republic ◽  
Labour Market ◽  
Working Conditions ◽  
Full Time ◽  
The Czech Republic ◽  
Part Time Students ◽  
Part Time

Abstract The paper focuses on some current differences in the current two-generation approaches in the labour market to employment, working conditions and people management. The findings are based on repeated surveys since 2009 focused on the opinions of full-time and part-time students and graduates of some economic and managerial fields of three universities in the Czech Republic and the opinions of selected employees of several companies. The results show that some approaches to work and working conditions differ significantly by age of respondents.

scholarly journals When parents become students: An examination of experiences, needs, and opportunities which contribute to student parent engagement in community college

2017 ◽  
Vol 1 (1) ◽  
pp. 4-17
Author(s):  
Jannette Flores
Keyword(s):  
Higher Education ◽  
Community College ◽  
Full Time ◽  
Traditional Student ◽  
Student Parents ◽  
College And University ◽  
Part Time Students ◽  
Student Profiles ◽  
Part Time ◽  
Education Administrators

While college and university student profiles are changing rapidly, many of our practices and support systems are geared to traditional student profiles. This article focuses on findings from a recent study examining the experiences of student parents enrolled in community colleges, and examines the kinds of student services that help student parents remain engaged in their classes and persist to graduation. This study offers insight on transformative practices for supporting non-traditional, student parents on community college campuses. This study offers a paradigm shift for advisors, counselors and faculty at higher education institutions so that they may effectively engage and support student parents. The research includes student parents who have one or more dependent children aged 17 or younger and who are enrolled as full-time or part-time students. The study investigates some of the barriers to student parent success as well as the challenges they face. The study identifies, describes, and analyzes the support services which are being utilized by student parents, and review successful models of support in surrounding institutions. Nora’s (2006) Student Engagement Model is used as a theoretical framework for this study. The results from this study should be of interest to student affairs professionals and higher education administrators alike, as they reflect the needs and challenges of the growing student parent population and inspire those searching for ways on how to support this unique, growing community of students.

Comparison of study motivation and job expectations of Russian full-time and part-time university students

2019 ◽  
Vol 34 (3) ◽  
pp. 549-561
Author(s):  
Martin Sikyr ◽  
Nina Ivanovna Basmanova ◽  
Mikhail Abrashkin
Keyword(s):  
Higher Education ◽  
University Students ◽  
Questionnaire Survey ◽  
Point Of View ◽  
Full Time ◽  
Current Generation ◽  
Content Type ◽  
Part Time Students ◽  
Part Time ◽  
Russian Universities

Purpose The purpose of this paper is to present the results of the authors’ questionnaire survey focused on the comparison of study motivation and job expectations of full-time and part-time students of Russian universities and identify main problems of higher education and graduate employment and suggest their possible solutions. Design/methodology/approach The authors’ questionnaire survey was conducted from March to October 2018. The respondents were full-time and part-time bachelor’s and master’s students from 30 regions across Russia. The relevant data were obtained from 1,051 students. The data analysis was based on the calculation of relative frequencies (as a share from the total number of respondents) and the evaluation of the dependence of responses on the form of study (full-time students and part-time students) using contingency tables and χ2 tests of independence. Findings The results of the authors’ questionnaire survey support the assumption that the current generation of full-time and part-time students of Russian universities studies to succeed in the future. Surveyed university students certainly have a high motivation to study, but at the same time, they seem to have too high expectations about their future work and career, which can negatively affect their future success in their jobs if they do not have appropriate knowledge, skills and abilities. Originality/value The results of the authors’ questionnaire survey show some unique tendencies in the Russian university students’ attitudes to study, work and career that are worth attention both from the point of view of universities and from the point of view of employers and their current approaches to the education and the employment of the current generation of young people. The results open up new possibilities for further research focused on the higher education and the employability of the new generation of work force.

scholarly journals Looking beyond Average Earnings: Why Are Male and Female Part-Time Employees in the UK More Likely to Be Low Paid Than Their Full-Time Counterparts?

2018 ◽  
Vol 33 (1) ◽  
pp. 131-148 ◽  
Author(s):  
Madeline Nightingale
Keyword(s):  
Labour Market ◽  
Explanatory Power ◽  
Full Time ◽  
Pay Gap ◽  
Unequal Distribution ◽  
Male And Female ◽  
Female Part ◽  
Part Time ◽  
The Uk ◽  
Low Pay

This article uses Labour Force Survey data to examine why male and female part-time employees in the UK are more likely to be low paid than their full-time counterparts. This ‘low pay penalty’ is found to be just as large, if not larger, for men compared to women. For both men and women, differences in worker characteristics account for a relatively small proportion of the part-time low pay gap. Of greater importance is the unequal distribution of part-time jobs across the labour market, in particular the close relationship between part-time employment and social class. Using a selection model to adjust for the individual’s estimated propensity to be in (full-time) employment adds a modest amount of explanatory power. Particularly for men, a large ‘unexplained’ component is identified, indicating that even with a similar human capital and labour market profile part-time workers are more likely than full-time workers to be low paid.

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 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.

scholarly journals Nyutdannede jordmødres vurdering av utdanning, klinisk kompetanse og arbeidsforhold

2015 ◽  
Vol 10 (2) ◽  
pp. 139 ◽  
Author(s):  
Mari Landsverk Hagtvedt ◽  
Tine Schauer Eri
Keyword(s):  
Working Conditions ◽  
Clinical Competence ◽  
Professional Competence ◽  
Perinatal Period ◽  
Evaluation Study ◽  
Full Time ◽  
Self Assessment ◽  
Part Time ◽  
Time Position

<p>Newly qualified midwives’ self-assessment of education, clinical competence and working conditions</p><p>In Norway, post-graduate nursing programmes are being transformed into master programmes. This occurs without previous evaluation of the study programmes. The level of competence and the requirements of newly qualified are being discussed, and a mentoring programme has been suggested to ensure follow-up and development of clinical competence. In central parts of the country, newly qualified midwives have difficulties getting a permanent full time position, which affects their possibilities to develop clinical competence. An evaluation study of the midwifery program at Vestfold University College has been performed to assess its relevance for professional work, as well as mapping the respondents’ working conditions and their self-assessment of clinical competence. The method used was a survey. The respondents rate the program as good. They lack competence to manage complicated conditions related to the perinatal period, and are inadequate when it comes to issues related to women’s sexual heath. These midwives work part-time, and it may take years to get a permanent position. They rate the follow-up as newly qualified as satisfying, yet they do not feel sufficiently confident during clinical practice. Comprehensive national midwifery competence will require more full time positions and better follow-up of newly qualified. To lay the basis for the content in master programmes, there is a need for a national evaluation of the midwifery programmes and a review of the professional competence of newly qualified.</p>

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.

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