Academic Accreditation of Work-Based Learning in the Construction Environment

2004 ◽  
Vol 18 (2) ◽  
pp. 111-120 ◽  
Author(s):  
Tim McLernon ◽  
David Hughes
Keyword(s):  
Higher Education ◽  
Built Environment ◽  
Rational Method ◽  
Academic Learning ◽  
Academic Credit ◽  
Essential Component ◽  
Part Time Students ◽  
Institutional Learning ◽  
Part Time ◽  
The Relationship

This paper examines the contribution of work-based learning (WBL) to the education of construction students. The research draws on the experiences of part-time students and students on sandwich courses in a School of the Built Environment. The sandwich courses include a year in industry as the penultimate year of a four-year programme. This WBL component constitutes a valuable link between higher education and industry and provides a mechanism for students to consolidate learning in their final year as well as preparing them to take on responsibility in industry immediately after graduation. The paper also examines the relationship between WBL and institutional learning with a view to determining what academic credit is awarded for and how it is awarded. The authors argue that WBL is an essential component of higher education, and that credit for WBL is desirable in a system that promotes credit accumulation and transfer. There is currently no rational method of awarding credit for work-based learning and this paper proposes that articulations in current frameworks for credit accumulation and transfer schemes for academic learning may provide a substantive and transparent means of attributing academic credit to WBL. They also recommend that such a framework should be developed specifically for work-based learning.

scholarly journals Relationship between Entry Grades and Attrition Trends in the Context of Higher Education: Implication for Open Innovation of Education Policy

2020 ◽  
Vol 6 (4) ◽  
pp. 199
Author(s):  
Jacob Cherian ◽  
Jolly Jacob ◽  
Rubina Qureshi ◽  
Vilas Gaikar
Keyword(s):  
Higher Education ◽  
Student Retention ◽  
Student Attrition ◽  
Quantitative Methodology ◽  
Secondary Sources ◽  
Part Time Students ◽  
Part Time ◽  
Education Statistics ◽  
The Uk ◽  
The Relationship

Student retention has emerged as a significant and expensive challenge for higher education institutes worldwide. Although several studies have been conducted on increasing student numbers and diversity in higher education institutes, studies on the relationship between student retention and entry grades are limited, particularly in the UK. The aim of this paper was to examine the relationship between entry grades and student attrition in the context of higher education in the UK. A quantitative methodology was used in this study, wherein data were derived from secondary sources, including University and Colleges Admissions Service (UCAS) tariff points and full- and part-time undergraduate student enrolment between 2012 and 2017. The data were extracted and analyzed using Higher Education Statistics Agency (HESA) performance indicators. The findings indicate that there exists a clear association between entry grades and student retention for part-time students, which may aid policy makers, academics, university staff, and higher education stakeholders to develop appropriate strategies to address attrition levels.

scholarly journals The Relationship between Social Support and The Psychological Well-being of Students Who Work Part-time

2020 ◽  
Vol 202 ◽  
pp. 12024
Author(s):  
Tubagus M Nashich ◽  
Listyati S Palupi
Keyword(s):  
Social Support ◽  
Hypothesis Test ◽  
Well Being ◽  
Education Student ◽  
Psychological Well Being ◽  
Result Show ◽  
Part Time Students ◽  
Part Time ◽  
The Relationship ◽  
Test Result

Higher education student often experienced financial problem during their study. This condition encourages them to seek financial support by working part-time. The challenge of being a part-time employee as well as being a student has influenced their psychological well-being condition. The problem will become more complicated when they received less than needed social support. Therefore, it is important to identify the relationship between social support and psychological wellbeing of part-time students. This study aimed to determine the relationship between social support and psychological well-being of students who work part-time. This research is a quantitative survey research. The scale used was social support and psychological well-being scale. The study shows that social support has a significant relationship with psychological well-being. Hypothesis test result show positive value that means if social support increase, psychological well-being will also increase. The correlation coefficient of 0.433 shows the relationship between variable classified as moderate.

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 Distance Learning as an Educational Trend in Higher Education

2021 ◽  
Vol 30 (3) ◽  
pp. 128-141
Author(s):  
N. A. Seliverstova ◽  
M. G. Solnyshkina
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Case Study Research ◽  
Research Strategy ◽  
Professional Status ◽  
Part Time Students ◽  
Part Time ◽  
Educational Trend ◽  
The Individual ◽  
Future Education

The case study research strategy describes variations in the educational and professional trajectories of part-time students in comparison with their attitude to distance learning, the goal of higher education, and their professional future of the individual. This research strategy makes it possible to present distance learning as a modern educational trend. It has been determined that in the system of continuing education, distance learning is (1) a tool for changing a profession, (2) part of a well-thought-out career strategy, (3) a guarantee of employment, (4) a way to legitimize a professional status, (5) a form that facilitates obtaining a diploma of higher education, (6) “future education”, education for the future. The subjective meanings of distance education in connection with motivation, the purpose of training, the attitude of students to it are revealed. For students receiving higher education, this is “self-education,” for those whose goal is a diploma, it is “formality”, “superficial mastering of disciplines.” The authors conclude that the consideration of correspondence education in the context of continuity allows us to identify trends in individualization, diversification (the diversity and variability of educational programs, creating opportunities for choice), informatization, and individualization. An assessment of the prospects for extramural higher education based on the experience of forced distance learning (March-June 2020) is given.

scholarly journals Organizational commitment, job satisfaction and intention to leave: A comparative analysis between part-time and full-time faculties

2008 ◽  
Vol 16 ◽  
pp. 22
Author(s):  
Pep Simo ◽  
Jose M Sallan ◽  
Vicenç Fernandez
Keyword(s):  
Higher Education ◽  
Job Satisfaction ◽  
Organizational Commitment ◽  
Intention To Leave ◽  
Full Time ◽  
Time Work ◽  
Part Time ◽  
The Relationship ◽  
Time Faculty ◽  
Part Time Work

The importance of part-time work has been growing in recent years, due to its significant increase in today's societies, and higher education institutions have not been alien to this trend. The present research tries to study the relationship between organizational commitment and job satisfaction with the intention to leave the institution, comparing part-time and full-time faculty. An empirical research, grounded in the model proposed by Currivan (1999), has been undertaken, with a sample of faculty of ETSEIAT, a college of the Technical University of Catalonia. Results show the existence of the relationships with organizational commitment, job satisfaction and intention to leave predicted in the literature, and significant differences in job satisfaction and organizational commitment between part-time and full-time faculty. The paper ends with some proposals of further research.

Part-Time Students and Performance-Based Funding 2.0 in United States Public Higher Education

2017 ◽  
pp. 153-176
Author(s):  
Brian A Peters ◽  
Ginger Burks Draughon
Keyword(s):  
Higher Education ◽  
United States ◽  
The United States ◽  
United States Government ◽  
Public Higher Education ◽  
Performance Based Funding ◽  
Part Time Students ◽  
Bachelor's Degrees ◽  
Part Time ◽  
And Performance

Meeting the college completion goals set by the United States Government, the Lumina Foundation, and others will require the completion of an additional eight million associate's or bachelor's degrees (Kelly & Schneider, 2012). As part-time students will make up to 40 percent of college students by 2023 (NCES, 2015), educational policymakers will need to adjust their completion agenda to account for the high number of part-time students in higher education. Drawing from the literature on part-time students and performance-based funding, the authors in this chapter propose that better attention to part-time students and factors that signal their success, combined with performance-based funding that acknowledges the need for the success of more part-time students, would be a worthwhile approach for increasing the accessibility of higher education.

Building the foundations for academic success: learning from the experiences of part-time students in their first semester of study

2020 ◽  
Vol 22 (2) ◽  
pp. 135-161
Author(s):  
Allyson Goodchild ◽  
Cathal Butler
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Mixed Methods Research ◽  
Research Study ◽  
Learning Experience ◽  
Transition Process ◽  
Early Learning ◽  
First Semester ◽  
Part Time Students ◽  
Part Time

This article examines the findings from a mixed methods research study exploring part- time students' perceptions of their transition into higher education. Drawing on wider research in the field of transition and utilising Gale and Parker's (2014) conceptual framework as a means of viewing the transition process, the article identifies how one group of part-time undergraduates experienced the process of becoming an undergraduate. The results highlight the importance of offering a well-framed early learning experience for students, which enables them to learn the skills needed for early academic success and provides continued support as they progress in their own time towards recognition of themselves as undergraduates. Furthermore, the results demonstrate that transition is not time bound, and individual students will need individual approaches. This will require institutions to consider how the support they offer can be tailored to a student's specific needs.

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