the benefits of part‐time study
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The benefits of part‐time study. Linking London IAG Practitoner meeting 7 December 2012 Prof Claire Callender Birkbeck & Institute of Education University of London [email protected]. Aims of research. To collect data and investigate students’ career intentions and ambitions; - PowerPoint PPT PresentationTRANSCRIPT
The benefits of part‐time study
Linking London IAG Practitoner meeting
7 December 2012
Prof Claire CallenderBirkbeck & Institute of Education
University of [email protected]
Aims of research • To collect data and investigate
– students’ career intentions and ambitions;
– students’ career development/learning and decision- making
– the employment and training outcomes for part-time students;
– the views of employers of part-time students; and
– sources of student financial support.
2
Futuretrack: Part-time
WAVE 1 2007/08
3,704 part-time students drawn
from 29 UK HEIs
WAVE 11,876 1st year
students Surveyed in 2008
WAVE 2 2010/11261 3rd year
students Surveyed in 2010
WAVE 11,828 final year
students Surveyed in 2008
WAVE 2 2010/111,021 graduates -
two years onSurveyed in 2010
The part-time student journey: survey data at 4
points in time
1st year students
Wave 1
3rd year students
Wave 2
Final Year students
Wave 1
Graduates: 2 years on Wave 2
Part-time UK undergraduates • ⅓ of all UK undergraduates study PT =
over ½ million students• Much more likely to be older and to be
female than full-time students and more heterogeneous
• Entry qualifications more diverse• Qualification aims more diverse• Concentrated in certain subjects • Unequally distributed – concentrated in
limited number of HEIs in certain regions• 81% employed, of which 78% had full-time
jobs
Does part-time HE study help meet the
skills and employability agenda?
‘Skill acquisition which does not enhance employability, earnings, labour market progression or which does not bring other economic and social returns, is a waste of public and private resources.’ (UKCES, 2010 p.109).
Skills acquisition, utilisation and development
Did students and graduates use the skills they learnt on their course in
their job?
9
Year 3 Final Year Graduates60%
80%
100%
81% 80%
92%
Series1Source: Callender et al, 2010; Callender and Wilkinson 2012a; 2012b
What skills did students and graduates learn on their course that
they use in their job?
Logical thinking and Problem solving
Self discipline
Written communication
Ability to analyse material and situations critically
Ability to apply knowledge
Subject knowledge
0% 20% 40% 60% 80%100%50
52
58
72
72
86
51
59
62
66
70
79
Year 3 GraduatesSource: Callender and Wilkinson, 2012a; 2012b
Labour market progression and earnings
Did students and graduates change jobs?
12
No change
Changed job but not employer
Changed employer
0% 20% 40% 60% 80%75
16
9
60
17
23
56
24
20
51
29
20
Graduate Final Year Year 3 Year 1Source: Callender et al, 2010; Callender and Wilkinson 2012a; 2012b
Did students and graduates get a pay rise or promotion as a direct result of
their course?
13
Had a promotion
Had a pay rise
0% 20% 40% 60%
27
34
20
25
38
48
Graduates Final year Year 3Source: Callender et al, 2010; 2012a; 2012b
Which graduates were most likely to get a pay rise and to improve their
prospects?
14
Had a pay rise
Pay and promotion prospects improved
% 20% 40% 60% 80% 100%
29
36
74
81
70
64Changed employer Changed job, but same employer Same employer and same job
Source: Callender et al, 2012b
Other economic returns to part-time study – changes to
students and graduates’ working lives and attitudes
to work
Did students and graduates’ working lives change as a direct result of their
course?
Taken on more responsibility at work
Greater job satisfaction
Ability to do work improved
0% 20% 40% 60% 80% 100%52.78
49.24
51
68.89
53.5
47
64.7
63.34
61
79.95
Graduates Final Year Year 3 Year 1Source: Callender et al, 2010; 2012a; 2012b
Which graduates were most likely to experience changes in their working
lives?
17
Taken on more responsibility at work
Greater job satisfaction
Ability to do work improved
0% 20% 40% 60% 80% 100%53
52
75
90
78
91
64
68
79
Changed employer Changed job, but same employer
Source: Callender et al, 2010; callender and Eilkinson2012a; 2012b
Social returns to part-time study – changes to students
and graduates’ non-work aspects of their lives
Did students and graduates’ non-working lives change as a direct result of their
course?
Children/family become more interested in learning
Overall level of happiness increased
Self-confidence improved
Enjoy learning more: more aware of benefits
Developed yourself as a person
0% 20% 40% 60% 80% 100%32
55
78
80
88
27
50
72
75
85
31
55
70
79
81
21
40
65
72
80
Year 1 Year 3 Final year GraduatesSource: Callender et al, 2010; Callender and Wilkinson 2012a; 2012b
Which graduates were most likely to believe their “course helped me
develop as a person”
Same employer and same job
Changed job, but same employer
Changed employer 0%
20%
40%
60%
80%
100%85%
93% 93%
Source: Callender and Wilkinson, 2012b
‘Skill acquisition which does not enhance employability , earnings, labour market progression or which does not bring other economic and social returns, is a waste of public and private resources.’ (UKCES, 2010 p.109).
Referenceshttp://www.hecsu.ac.uk/futuretrack_part_time_students.htm
• Callender, C., Hopkin, R., and Wilkinson D. (2010) Futuretrack: part-time students career decision-making and career development of part-time higher education students, Manchester: HECSU. 132 pp
• Callender, C and Wilkinson, D (2012a) Futuretrack: Part-Time Higher Education Students - the benefits of part-time higher education after three years of study, Manchester: HECSU. 93 pp
• Callender, C and Wilkinson, D (2012b) Futuretrack: Part-Time Higher Education Students Two Years After Graduating – The Impact of Learning Manchester: HECSU. 83 pp