scholarly journals A case study of campus-based flexible learning using the World Wide Web and computer conferencing

2011 ◽  
Vol 6 (3) ◽  
Author(s):  
Brian Nicholson
Keyword(s):  
Nontraditional Students ◽  
Computer Conferencing ◽  
Full Time ◽  
Family Responsibilities ◽  
Mature Students ◽  
The World ◽  
Part Time ◽  
Full Time Employment ◽  
Student Ratios

In line with departments in many other universities, the IT Institute (ITI) has experienced an increase in student numbers which has not been matched by a commensurate increase in funding or staff numbers. Staff to student ratios have increased to the point where it has become impractical for small group tutorials to take place. This position has affected job satisfaction and caused increasing doubts over the effectiveness of large group lectures for student learning. Furthermore, it has been recognized that over the last ten years the makeup of the student population has radically changed, leading to a larger proportion of 'nontraditional' students such as mature students with family responsibilities. Related to this, many students are now in part-time or even full-time employment. It is recognized that both these groups require greater flexibility in the time and place of their learning.DOI:10.1080/0968776980060306

Doors Close, Windows Open: A British Columbia Case Study on Widening Access

2003 ◽  
Vol 9 (1) ◽  
pp. 2-21 ◽  
Author(s):  
Catherine C Dunlop ◽  
Brian Burtch ◽  
Simon Fraser
Keyword(s):  
Time Frame ◽  
Full Time ◽  
Prior Learning ◽  
Family Responsibilities ◽  
Course Content ◽  
Post Secondary ◽  
Widening Access ◽  
Integrated Studies ◽  
Full Time Employment

This essay addresses ways of widening access to university degree-completion programmes for mature, mid-career people. Our focus is on the Integrated Studies Program (ISP) at Simon Fraser University, Canada. The ISP, leading to a Bachelor of General Studies degree, is designed for students who would otherwise feel unwelcome in a mainstream university environment, or who would simply not be able to complete a course of study in a reasonable time-frame, given their responsibilities in the workplace and at home. This innovative programme relies on implicit prior learning and recognition (PLAR) credits and a compressed teaching framework that allows students to maintain full-time employment as well as a cohort-based approach that fosters co-operation among students and reduces student attrition. The leadership focus of the ISP means that students will be involved in courses from the humanities and social sciences and that they will be able to apply new concepts, methods, and approaches in their workplace and community. We present findings from a case study of access patterns undertaken through the SFU Centre for Integrated and Credit Studies. Special attention is paid to the cohort-based Integrated Studies Programs in Liberal and Business Studies (LBS) and in Justice & Public Safety Leadership (JPSL). We trace a pattern of declining representation of older students with full-time employment and family responsibilities and discuss how the ISP may contribute to greater diversity and social inclusiveness at this University. We also caution that despite provincial and national interest in lifelong learning, access to post-secondary programs may be hindered for many other interested applicants who face rising tuition fees, uncertain access to courses, and inflexible and possibly irrelevant course content.

The Concept of Nontraditional Student

2017 ◽  
Vol 28 (1) ◽  
pp. 40-60
Author(s):  
Treinienė Daiva
Keyword(s):  
Nontraditional Students ◽  
Social Roles ◽  
Nontraditional Student ◽  
Full Time ◽  
Older Students ◽  
Learning Differences ◽  
Status Characteristics ◽  
Part Time ◽  
Definition Of ◽  
The University

Abstract Nontraditional student is understood as one of the older students enrolled in formal or informal studies. In the literature, there is no detailed generalisation of nontraditional student. This article aims to reveal the concept of this particular group of students. Analysing the definition of nontraditional students, researchers identify the main criteria that allow to provide a more comprehensive concept of the nontraditional student. The main one is the age of these atypical students coming to study at the university, their selected form of studies, adult social roles status characteristics, such as family, parenting and financial independence as well as the nature of work. The described features of the nontraditional student demonstrate how the unconventional nontraditional student is different from the traditional one, which features are characteristic for them and how they reflect the nontraditional student’s maturity and experience in comparison with younger, traditional students. Key features - independence, internal motivation, experience, responsibility, determination. They allow nontraditional students to pursue their life goals, learn and move towards their set goals. University student identity is determined on the basis of the three positions: on the age suitability by social norms, the learning outcomes incorporated with age, on the creation of student’s ideal image. There are four students’ biographical profiles distinguished: wandering type, seeking a degree, intergrative and emancipatory type. They allow to see the biographical origin of nontraditional students, their social status as well as educational features. Biographical profiles presented allow to comprise the nontraditional student’s portrait of different countries. Traditional and nontraditional students’ learning differences are revealed by analysing their need for knowledge, independence, experience, skill to learn, orientation and motivation aspects. To sum up, the analysis of the scientific literature can formulate the concept of the nontraditional student. Nontraditional student refers to the category of 20-65 years of age who enrolls into higher education studies in a nontraditional way, is financially independent, with several social roles of life, studying full-time or part-time, and working full-time or part-time, or not working at all.

scholarly journals Exploring producers' motivations and challenges within a farmers' market

2020 ◽  
Vol 122 (7) ◽  
pp. 2089-2103
Author(s):  
Rosario Michel-Villarreal ◽  
Eliseo Luis Vilalta-Perdomo ◽  
Martin Hingley
Keyword(s):  
Design Methodology ◽  
Farmers Markets ◽  
Full Time ◽  
Structured Interviews ◽  
Farmers Market ◽  
Content Type ◽  
Food Supply Chains ◽  
Part Time ◽  
Short Food Supply Chains

PurposeThe purpose of this study is to explore food producers' motivations and challenges whilst participating in short food supply chains (SFSCs). This paper compares findings with previous literature and investigates the topic in the context of producers' motivations.Design/methodology/approachThe paper includes a literature review concerning producers' motivations to engage in SFSCs. A case study was designed to investigate motivations underlying producers' engagement in SFSCs, as well as the challenges that they face. Semi-structured interviews were conducted in a farmers' market located in Mexico. Thematic analysis is used to identify the principal issues for producers'. Propositions based on findings are presented.FindingsFindings suggest that small, large, part-time and full-time producers are willing to engage with farmers' markets for diverse primary economic and non-economic motivations. Individual and collective challenges were also identified.Originality/valueThis research helps to explain producers' motivations and challenges within SFSCs in an under-researched context, namely a focus on producers' and in the Global South.

scholarly journals STUDY-LIFE BALANCE AND MATURE STUDENTS IN HIGHER EDUCATION DURING THE COVID-19 PANDEMIC: THE CASE OF OXFORD BUSINESS COLLEGE, UNITED KINGDOM

2021 ◽  
Vol 8 (11) ◽  
Author(s):  
Aljoša Šestanović ◽  
Mahnaaz Siddiqui
Keyword(s):  
Formal Education ◽  
Linear Regression Analysis ◽  
Multiple Linear Regression Analysis ◽  
Full Time ◽  
Time Saving ◽  
Study Program ◽  
Family Responsibilities ◽  
Business College ◽  
Mature Students ◽  
Gender And Age

<p>A number of studies and cases have brought to light the challenges and barriers mature students face as they embark on a course of study. Yet there is no agreed definition of the term ‘mature student’. The first part of this paper presents several definitions of the term found in the contemporary literature. The two prevailing criteria are the typical constraints mature students face while studying and student age. In our study, a survey questionnaire was distributed electronically to 64 mature students at Oxford Business College during August 2021. Our research found that the most concerning issue for those who took part in our survey during the Covid-19 pandemic was reconciling financial obligations associated with education and family responsibilities. This may be a consequence of increased job insecurity during the pandemic. However, only one-third of the mature students in our study said they had significant difficulties in balancing study with other commitments, and slightly more than one fifth had experienced extreme or significant amounts of stress. Most students had succeeded in finding the right balance, albeit with minor difficulties. Interestingly, the results of our correlation analysis showed that stress in managing activities was unrelated to gender and age, while absence from full-time education was significantly positively related to age and unrelated to gender. Stress in managing activities correlated positively with balancing study-related obligations with other life commitments. This result shows that higher levels of stress lead to greater difficulties in achieving a balance between study and other life activities. Furthermore, associations between the period of absence from full-time education prior to enrolment on the current study program and gender and age were statistically insignificant. The results of our multiple linear regression analysis showed that gender and age together explained a statistically significant percentage of variance in stress levels. Additionally, absence from full-time formal education accounted for 2% of the total score variance in stress caused by managing different activities. This finding indicates that longer periods of time spent out of formal education predict higher levels of stress among mature students later on. As we start to move beyond the pandemic, almost two-thirds of respondents said they would prefer lessons to be delivered online once the Covid-19 pandemic is over, while only a minority of them prefer traditional classroom-based lessons (on-campus). This is perhaps no surprise given the substantial time-saving advantages of online learning, the scarcest resource for mature students. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0894/a.php" alt="Hit counter" /></p>

scholarly journals Employee satisfaction and use of flexible working arrangements

2016 ◽  
Vol 31 (4) ◽  
pp. 567-585 ◽  
Author(s):  
Daniel Wheatley
Keyword(s):  
Change Score ◽  
Full Time ◽  
Panel Survey ◽  
Positive Effects ◽  
Score Analysis ◽  
Flexible Working ◽  
Part Time ◽  
Negative Impacts ◽  
Full Time Employment ◽  
The Impact

This article considers the impact of flexible working arrangements (FWAs), using the British Household Panel Survey and Understanding Society, 2001–10/11. Results of panel logit, ANCOVA and change-score analysis are indicative of positive impacts from use of a number of FWAs, including homeworking having positive effects for men and women on job and leisure satisfaction. However, findings reveal gaps in availability and use of FWAs, and highlight the gendered nature of flexible employment. Flexi-time, the most common FWA among men, has positive effects as it facilitates management of household responsibilities while maintaining full-time employment. Part-time and homeworking are also positive, consistent with men using FWAs with a greater degree of choice. Women more often are constrained in their use of FWAs, often into working reduced hours. Consequently, FWAs have negative impacts for some women, on job (part-time when used for extended periods, flexi-time), leisure (job-share, flexi-time) and life satisfaction (job-share).

Anthropologists and Broadcasting: Roles and Entry Strategies

1976 ◽  
Vol 35 (2) ◽  
pp. 157-164 ◽  
Author(s):  
E. Eiselein ◽  
Martin Topper
Keyword(s):  
Regular Part ◽  
Full Time ◽  
Entry Strategies ◽  
Part Time ◽  
Time Basis ◽  
Full Time Employment

The article describes some of the roles open to anthropologists in radio and television. These roles range from roles which are occupied only on an occasional basis, to a regular part-time basis, to full-time employment within the industry. Entry strategies for occupying these roles include taking the first step in approaching the broadcast station, learning about broadcasting, and communicating anthropology to the broadcasters.

Becoming a personal style blogger: Changing configurations and spatialities of aesthetic labour in the fashion industry

2018 ◽  
Vol 22 (1) ◽  
pp. 119-139 ◽  
Author(s):  
Taylor Brydges ◽  
Jenny Sjöholm
Keyword(s):  
Social Media ◽  
Illustrative Case ◽  
Full Time ◽  
Fashion Industry ◽  
Personal Style ◽  
Personal Lives ◽  
Case Study Analysis ◽  
Illustrative Case Study ◽  
Full Time Employment

The increasing pervasiveness of social media and digital technology has had a particular impact on the geographies and nature of work in the fashion industry. A new segment of entrepreneurs – fashion bloggers – are utilizing these digital technologies, such as blogs and social media, to transform their personal lives and style into online businesses. This article draws on an in-depth case study analysis of an American personal style fashion blog; tracing its nine-year evolution from an ‘outfit-of-the-day’ personal style blog, to one that encompasses her entire personal life, including diets, fitness, home décor and pregnancy. By focusing on one blog, we provide an in-depth exploration from its roots as a hobby for personal expression to a means of full-time employment in the fashion industry. Through this examination, emphasis is given to the process of becoming a blogger and the intensification of the ways in which the self is presented and commodified over time. We argue that personal style fashion bloggers provide an illustrative case study, not only for expanding our understanding of aesthetic labour in the digital age, but also highlighting the spaces and temporalities of work that these new formations and engagements of work give rise to. These processes highlight the changing configurations and spatialities of aesthetic labour online.

Student Exchange Program With Siemens-Westinghouse

2001 ◽  
Author(s):  
Hugh K. Rogers
Keyword(s):  
Multinational Enterprise ◽  
Full Time ◽  
Senior Year ◽  
Central Florida ◽  
Exchange Program ◽  
Time Work ◽  
Part Time ◽  
Student Exchange ◽  
Full Time Employment ◽  
The U.S

Abstract A Student Exchange Program began with four students from Germany visiting Siemens-Westinghouse and the University of Central Florida in Summer, 1999, as an initiative from Siemens training officials in Muelheim, Germany. In Summer 2000, a program with four German apprentices coming to the U.S. and four U.S. interns working and studying in Germany was very successful. The initial UCF students continued part-time work at Siemens during their senior year and were offered full-time employment upon graduation. Not only did the German students complete their work, but some of them returned for employment in the U.S. Siemens, as a multinational enterprise, is preparing technologists and engineers to understand product design and manufacturing for integrated systems in international markets. Students will benefit from an understanding of the systems, standards, and cultures involved. The internship model being developed uses the best from the German and U.S. systems and merits further study and implementation.

scholarly journals Work, Family and School – Balanced Postgraduate Programs for Full-Time Workers in Finland

2019 ◽  
Vol 12 (3) ◽  
pp. 14
Author(s):  
Matti Koivisto
Keyword(s):  
Adult Learners ◽  
Adult Students ◽  
Returning Students ◽  
Full Time ◽  
Part Time ◽  
School Roles ◽  
Work Family ◽  
Dispositional Barriers ◽  
Full Time Employment ◽  
Working World

Today employees have to update their knowledge, skills and competencies to excel in the working world. Therefore, the number of adult students has increased in all forms and levels of education including universities. Adult students bring non-traditional characteristics to campuses including part-time enrollment, full-time employment, and increased family obligations.  In this paper, an analytical model for analyzing different roles of professionals returning to university is developed. The model is then applied to describe the current support systems for adult learners in Finland and to analyze a Finnish postgraduate program solely targeted for professional returning to college. The findings of the study suggest that programs dedicated to adult learners help returning students to find a better balance between their work, family and school roles and thus overcome more easily the institutional, situational and dispositional barriers to study.

Flexible `Parts' and Rigid `Fulls': The Limited Revolution in Work-Time Patterns

1989 ◽  
Vol 3 (4) ◽  
pp. 465-490 ◽  
Author(s):  
Ian Dey
Keyword(s):  
Full Time ◽  
Work Patterns ◽  
Work Time ◽  
The Past ◽  
Labour Market Flexibility ◽  
Time Patterns ◽  
Flexible Parts ◽  
Time Work ◽  
Part Time ◽  
Full Time Employment

The evidence indicates that there has been some erosion of the distinction between part-time and full-time employment over the past decade. However, this is almost entirely attributable to the growth in part-time employment, and despite a continuing rigidity in full-time work patterns. It is argued that part-time employment can only make a limited contribution to labour market flexibility so long as full-time work patterns remain inflexible. This paper questions the assumptions sustaining a rigid bifurcation of work into full-time and part-time hours, and considers the case for a more flexible approach to full-time hours in the context of the debate over worksharing.

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