Directory UMM :Data Elmu:jurnal:I:International Journal of Educational Management:Vol12.Issue3.1998:
Part-time university education
David A. Keast
De partme nt o f Educ atio nal Po lic y Studie s, Unive rsity o f Albe rta, Edmo nto n,
Canada
The article outlines the
results of a survey research
on part-time programming at
Canadian universities and the
needs and characteristics of
undergraduate student populations with potential for parttime degree completion. Data
on Canadian universities were
examined in four major categories of variables including
institutional backgrounds,
part-time degree programmes
and programme administration, evening and weekend
course offerings and course
administration, and services
for part-time students. Data
from student groups were
examined in six categories
including demographics,
academic backgrounds,
fi nances and employment,
educational expectations and
student services, technology
and alternative delivery methods, and advantages and
disadvantages of part-time
attendance. Findings suggest
changes may be necessary in
university functioning in order
to serve part-time student
populations better. Implications for institutional policy
and practice are discussed in
four general areas: part-time
enrolments and degrees;
evening and weekend programming; demographics,
student services and costeffectiveness; and technology
and alternative
delivery.
Inte rnatio nal Jo urnal o f
Educ atio nal Manage me nt
1 2 / 3 [ 1998] 1 1 4 –1 1 9
© MCB Unive rsity Pre ss
[ ISSN 0951-354X]
[ 114 ]
Introduction
As econ om ic r estr a in t in th e post-secon da r y
edu ca tion sector becom es a per sisten t r ea lity,
a n a ppr ecia tion of th e con tr ibu tion of pa r ttim e stu den ts to u n iver sities, a s well a s a n
aw a r en ess of th eir n eeds, h a s gr ow n . Sm ith
a n d Sa u n der s (1988, p. 7) n oted th a t “n ew
con ception s of h igh er edu ca tion a n d th e
n a tu r e of its stu den t clien ts h ave led to pa r ttim e h igh er edu ca tion bein g pla ced m or e
cen tr a lly on n a tion a l politica l a gen da s a n d on
th e a gen da s of edu ca tion a l in stitu tion s th em selves”. Devlin (1989) con sider ed pa r t-tim e
stu dy in h igh er edu ca tion to be con sisten t
w ith th e two m a jor dir ection s of “open n ess
a n d a ccess” r ecom m en ded for Ca n a dia n u n iver sities. However, in th e la st few yea r s u n iver sities in Ca n a da h ave seen a n oticea ble
declin e in pa r t-tim e en r olm en ts (Associa tion
of Un iver sities a n d Colle ges of Ca n a da , 1996).
Th is declin e h a s given r ise to con cer n in
u n iver sity qu a r ter s. Un for tu n a tely, th is con cer n exists a ga in st a ba ck dr op of r ela tively
little r esea r ch on pa r t-tim e u n iver sity stu den ts, pr ogr a m m es a n d, a tten da n ce wh ich is
u sefu l for decision s on policy a n d pr a ctice.
Th e a bsen ce “of com pr eh en sive da ta on th e
cen tr a l issu es a r isin g fr om pa r t-tim e stu dy”
w a s r ecogn ised by Devlin (1989, p. 30). Also,
Bou r n er et a l. (1991, p. 1) su ggested th a t “com pa r ed to fu ll-tim e h igh er edu ca tion , th e in for m a tion ava ila ble on pa r t-tim e h igh er edu ca tion is ver y lim ited”.
Som e com pa r ison of pa r ticipa tion , en r olm en t r a tes, a n d tr en ds in post-secon da r y
edu ca tion a t th e in ter n a tion a l level m ay sh ed
ligh t on im por ta n t qu estion s em er gin g fr om
th e stu dy of pa r t-tim e u n iver sity edu ca tion .
For exa m ple, Tigh t (1991) exa m in ed h igh er
edu ca tion system s a n d pa r t-tim e stu den t
pa r ticipa tion in 12 wester n developed cou n tr ies. In th e UK, pa r t-tim e en r olm en ts a t a ll
levels in th e 1987-88 a ca dem ic yea r tota lled
a ppr oxim a tely 37 per cen t. Ar ou n d 64 per cen t
of th ese en r olm en ts wer e ser viced by polytech n ics a n d colle ges. Th e Open Un iver sity
a bsor bed th e m a jor ity of th e r em a in der a t 23
per cen t, w ith 13 per cen t of en r olm en ts ser viced by oth er u n iver sities. Resea r ch on
pa r t-tim e pa r ticipa tion in th e UK a lso su ggests th a t a la r ge pr opor tion of stu den ts stu dy
a t su bde gr ee a n d postgr a du a te levels. Br oom field (1993) n oted th a t for th e yea r s 1980-81 a n d
1989-90, th e va st m a jor ity of pa r t-tim e u n iver sity edu ca tion ou tside of th e Open Un iver sity
occu r r ed a t th e postgr a du a te level. Tigh t’s
(1991) fin din gs for th e UK a r e r ou gh ly con sisten t h er e, sh ow in g th a t 68 per cen t of a ll stu den ts a t su bde gr ee levels wer e en r olled pa r ttim e a n d th a t on ly 19 per cen t of stu den ts a t
th e fir st-de gr ee level wer e en r olled pa r t-tim e.
Over a ll, th e su bject a r ea s m ost stu died
in clu ded edu ca tion , en gin eer in g a n d tech n ology, a n d bu sin ess, a dm in istr a tion , a n d socia l
stu dies (Br oom field, 1993; Tigh t, 1991). In
con tr a st, th e tota l pa r t-tim e en r olm en t r a te in
th e USA r ose a bove th e 40 per cen t m a r k
(a ppr oxim a tely 43 per cen t) in th e 1987-88
yea r, w ith pa r t-tim e en r olm en ts com pr isin g
24 per cen t of a ll en r olm en ts in fou r -yea r
de gr ee pr ogr a m m es (Tigh t, 1991 ). US pa r ticipa tion in h igh er edu ca tion for cla sses sta r tin g a fter 4:00 p.m . in 1988 w a s estim a ted to be
a s h igh a s 53 per cen t. In both th e UK a n d th e
USA, th e r a te of gr ow th in pa r ticipa tion w a s
gr ea test for wom en .
A n u m ber of gen er a l tr en ds wer e fou n d to
be com m on in m a n y of th e cou n tr ies stu died
a n d, in deed, pa r a llel m u ch of wh a t h a s
occu r r ed on th e Ca n a dia n scen e. Tigh t (1991)
pr oposed th ese gen er a liza tion s: pa r t-tim e
stu den ts com pr ise fr om on e-th ir d to on e-h a lf
of tota l en r olm en ts in wester n developed
cou n tr ies; cor r espon den ce a n d dista n ce edu ca tion a r e n ot in clu ded in m ost sta tistics;
pa r t-tim e pr ovision ten ds to be com m on a t
su bde gr ee a n d postgr a du a te levels (th e USA
a n d Ca n a da m ay be exception s to th is); stu den ts a r e older a n d dispr opor tion a tely
fem a le; en r olm en ts seem to be m ostly con cen tr a ted in cer ta in disciplin e a r ea s in clu din g
a r ts, socia l scien ces, bu sin ess, edu ca tion ,
h ea lth , a n d law ; a n d eviden ce su ggests th a t
pa r t-tim e stu dies a r e in cr ea sin g in im por ta n ce.
Th e la ck of com pr eh en sive da ta on pa r ttim e u n iver sity edu ca tion r ein for ces th e n eed
for a ddition a l stu dy of existin g a n d poten tia l
pa r t-tim e stu den ts a n d pr ogr a m m es. Tow a r ds
th is en d, th e follow in g discu ssion su m m a r izes r esu lts fr om a stu dy of pa r t-tim e pr ogr a m m in g a t Ca n a dia n u n iver sities a n d th e
n eeds a n d ch a r a cter istics of u n der gr a du a te
David A. Ke ast
Part-time unive rsity e duc atio n
Inte rnatio nal Jo urnal o f
Educ atio nal Manage me nt
1 2 / 3 [1 9 9 8 ] 1 1 4 –1 1 9
stu den t popu la tion s w ith poten tia l for pa r ttim e de gr ee com pletion . Th e fin din gs su ggest
ch a n ges wh ich m ay be n ecessa r y in u n iver sity fu n ction in g in or der to better ser ve th ese
stu den t popu la tion s in th e fu tu r e.
Method
A cr oss-section a l su r vey design w ith a n
em ph a sis on descr iptive a n a lysis w a s u sed
for th is stu dy. Fou r r ela ted popu la tion s ser ved
a s a ba sis for su r veyin g pr ocedu r es, wh ich , in
tu r n , wer e in itia ted in fou r sta ges: Ca n a dia n
u n iver sities (1995-96 m em ber in stitu tion s of
th e Associa tion of Un iver sities a n d Colle ges
of Ca n a da – AUCC); pa r t-tim e u n der gr a du a te
stu den ts a t th e Un iver sity of Alber ta , E dm on ton , Ca n a da ; u n iver sity tr a n sfer stu den ts a t
Gr a n t Ma cE w a n Com m u n ity Colle ge, E dm on ton , Alber ta ; a n d for m er Un iver sity of
Alber ta F a cu lty of Ar ts stu den ts eligible for
r ea dm ission fr om 1985 to 1995.
Th e Un iver sity of Alber ta is a com pr eh en sive r esea r ch in stitu tion wh ich in 1995-96
en r olled 29,120 stu den ts in a w ide r a n ge
of u n der gr a du a te a n d gr a du a te de gr ee pr ogr a m s. Gr a n t Ma cE w a n Com m u n ity Colle ge
is a pu blic, m u lti-ca m pu s in stitu tion offer in g
m a in ly two-yea r cer tifica te pr ogr a m s a lon g
w ith u n iver sity tr a n sfer a n d n on -cr edit
cou r ses. In 1995-96, Gr a n t Ma cE w a n ser ved
a ppr oxim a tely 13,000 stu den ts in cr edit pr ogr a m m es w ith in th e E dm on ton m etr opolita n
r e gion wh ich h a s a popu la tion of a bou t
800,000 people.
Th e ch a r a cter istics of ea ch popu la tion
w a r r a n ted th e design of fou r sepa r a te su r vey
in str u m en ts. Th e developm en t a n d r efi n em en t of su r vey in str u m en ts wer e ba sed
on a r eview of r eleva n t liter a tu r e a n d pr eviou s r esea r ch , a n d on feedba ck fr om a sta tistics con su lta n t, a su r vey design er, a n d
in for m ed collea gu es. Qu estion n a ir es wer e
th en r ea ssessed a n d r efi n ed by a r esea r ch
tea m in th e Specia l Session s Office a t th e
Un iver sity of Alber ta . Th e qu estion n a ir e to
AUCC m em ber in stitu tion s w a s pilot-tested
u sin g a ca dem ic a n d a dm in istr a tive sta ff a t
th e Un iver sity of Alber ta . Th e oth er su r vey
in str u m en ts wer e pilot-tested u sin g sm a ll
gr ou ps of r espon den ts fr om th e r espective
popu la tion s bein g stu died. For in stitu tion s in
Qu ebec, a n d for oth er F r en ch -la n gu a ge in stitu tion s, a copy of th e su r vey in str u m en t w a s
pr epa r ed in F r en ch by a n exper ien ced tr a n sla tor. All su r veyin g pr ocedu r es wer e con du cted between J a n u a r y a n d Apr il 1996.
E igh ty-eigh t AUCC m em ber in stitu tion s
wer e su r veyed a n d 59 qu estion n a ir es wer e
r etu r n ed for a fin a l r espon se r a te of a ppr oxim a tely 76 per cen t. F in a l r espon se r a tes for
pa r t-tim e u n der gr a du a tes a n d for m er F a cu lty of Ar ts stu den ts a t th e Un iver sity of
Alber ta wer e 63 per cen t a n d 49 per cen t
r espectively. For stu den ts a t Gr a n t Ma cE w a n
Colle ge, da ta wer e collected th r ou gh th e
a dm in istr a tion of in -cla ss su r veys ba sed on a
str a tified sa m ple (by yea r a n d pr ogr a m m e
a r ea ) of th e u n iver sity tr a n sfer popu la tion .
Da ta m a n a gem en t a n d da ta a n a lysis pr ocedu r es wer e con du cted or dir ectly su per vised
by a co-r esea r ch er a n d th e pr in cipa l
r esea r ch er. F in din gs w ith in ea ch da ta set a n d
a cr oss da ta sets wer e com pa r ed w ith pr eviou s
r esea r ch for com m on th em es wh ich wou ld
h ave im plica tion s for policy a n d pr a ctice.
Summary of results
Canadian universities
Da ta on AUCC m em ber in stitu tion s wer e
exa m in ed in fou r m a jor ca te gor ies of va r ia bles: ba ck gr ou n d in for m a tion ; pa r t-tim e
de gr ee pr ogr a m m es in clu din g da ta on th e
type of pr ogr a m m es offer ed a n d pr ogr a m m e
a dm in istr a tion ; even in g a n d week en d cou r se
offer in gs in clu din g th e a dm in istr a tion of
cou r ses; a n d ser vices for pa r t-tim e stu den ts.
Th e m ost com m on ly u sed system for defin in g fu ll-session (Septem ber to Apr il) cou r ses
a ppea r ed to be six u n its of cr edit (53 per cen t
of r espon din g AUCC in stitu tion s), a n d th e
m ost fr equ en tly in dica ted m a xim u m cou r se
loa d for pa r t-tim e u n der gr a du a te stu den ts
w a s th r ee cou r ses per ter m (a ppr oxim a tely 54
per cen t of r espon ses). Wh en pa r t-tim e to
tota l u n der gr a du a te en r olm en t pr opor tion s
wer e exa m in ed, a bou t 80 per cen t of r espon den t in stitu tion s wer e a bove th e 10 per cen t
r a tio, a n d a bou t 50 per cen t of in stitu tion s
wer e a t or a bove th e 20 per cen t r a tio. Th e
m ea n for pa r t-tim e to tota l u n der gr a du a te
en r olm en ts in de gr ee cr edit pr ogr a m m es w a s
23 per cen t. Th e m ost fr equ en t sta r tin g tim e
for a n even in g cr edit cou r se w a s 7:00 p.m . (26
per cen t of r espon din g in stitu tion s). Th is w a s
closely followed by 4:00 p.m . to 4:30 p.m . (20
per cen t).
F ifteen in stitu tion s (25 per cen t of r espon den ts) in dica ted th a t th ey offer ed specific
pa r t-tim e u n der gr a du a te de gr ee pr ogr a m m es
distin ct fr om r e gu la r pr ogr a m m in g. However,
th e r a n ge of pr ogr a m m es r epor ted w a s
diver se. For th ose w ith even in g cou r se offer in gs th e m ost fr equ en tly specified pa r t-tim e
pr ogr a m m es wer e in th e a r ts a n d bu sin ess/
com m er ce disciplin e a r ea s, followed by
a pplied a r ts, socia l wor k , n u r sin g, a n d scien ce r espectively. For week en d cou r se offer in gs, a pplied a r ts a n d bu sin ess m a n a gem en t
wer e th e m ost fr equ en tly specified a r ea s, bu t
th e r a n ge of pr ogr a m m es a n d in stitu tion s in
[ 115 ]
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Part-time unive rsity e duc atio n
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wh ich week en d cou r ses wer e offer ed w a s
con sider a bly sm a ller th a n for even in g offer in gs. N ea r ly a ll of th e pa r t-tim e pr ogr a m m es
(14 ou t of 15) wer e a dm in ister ed by r e gu la r
a ca dem ic depa r tm en ts.
Th e over a ll exten t of even in g a n d week en d
de gr ee cr edit cou r se offer in gs differ ed con sider a bly. Th e m ea n n u m ber of even in g
cou r ses offer ed by a ll r espon din g in stitu tion s
w a s 204, wh ile th e m ea n n u m ber of week en d
cou r ses w a s on ly 7.5. In stitu tion s wer e a sk ed
to r a n k fa cu lties offer in g th e gr ea test n u m ber
of even in g de gr ee cr edit cou r ses. Th e m ost
fr equ en tly m en tion ed fa cu lties wer e a r ts,
edu ca tion , a n d com m er ce r espectively. Wh en
r espon ses wer e exa m in ed for week en d pr ogr a m m in g, th is r a n k in g sh ifted to edu ca tion ,
a r ts, a n d com m er ce r espectively. For th e
m a jor ity of in stitu tion s (67 per cen t of r espon den ts), even in g a n d week en d cou r se offer in gs
wer e a dm in ister ed by r e gu la r a ca dem ic
depa r tm en ts.
Appr oxim a tely 44 per cen t of r espon den t
in stitu tion s pu blish ed m a ter ia ls specifica lly
for pa r t-tim e stu den ts a n d a lm ost on e-h a lf (48
per cen t) pr ovided som e for m of fi n a n cia l
su ppor t for th is gr ou p. For th e m a jor ity of
r espon den ts, fu ll-tim e a n d pa r t-tim e a pplica tion dea dlin es a t fou r poin ts in th e a ca dem ic
yea r (fir st ter m , secon d ter m , spr in g session ,
a n d su m m er session ) wer e th e sa m e. On ly ten
in stitu tion s (17 per cen t) in dica ted th e existen ce of for m a l policy on exten ded office
h ou r s for tea ch in g fa cu lty. Oth er u n iver sity
ser vices w ith exten ded h ou r s in dica ted by
in stitu tion s – a lth ou gh , in som e ca ses, n ot
exclu sively for pa r t-tim e stu den ts – in clu ded
libr a r ies, book stor es, r e gistr a r s’ offices, con tin u in g edu ca tion u n its, h ea lth ser vices,
cou n sellin g offices, r ecr ea tion fa cilities, food
ser vices, a pa r t-tim e stu dies office a n d ca r eer
a n d pla cem en t ser vices.
Student groups
Da ta on th e n eeds a n d ch a r a cter istics of th e
th r ee u n der gr a du a te stu den t popu la tion s
wer e exa m in ed in six m a jor ca te gor ies of
va r ia bles: dem ogr a ph ic pr ofi les; a ca dem ic
ba ck gr ou n ds; fi n a n ces a n d em ploym en t;
edu ca tion a l expecta tion s a n d stu den t ser vices; tech n ology a n d th e a lter n a tive deliver y
of cou r ses; a n d a dva n ta ges a n d disa dva n ta ges
of pa r t-tim e a tten da n ce.
In a ll th r ee stu den t r espon se gr ou ps,
fem a les ou tn u m ber ed m a les a lm ost two to
on e. Th e m a jor ity of pa r t-tim e u n der gr a du a te
a n d for m er F a cu lty of Ar ts stu den ts a t th e
Un iver sity of Alber ta wer e 25 yea r s of a ge a n d
over (76 per cen t a n d 75 per cen t r espectively)
w ith sign ifi ca n t per cen ta ges a ged 30 a n d over
(57 per cen t a n d 53 per cen t r espectively). Th e
m a jor ity wer e m a r r ied (60 per cen t a n d 61 per
[ 116 ]
cen t r espectively), bu t w ith n o or few depen den t ch ildr en . Th eir pr im a r y daytim e a ctivity w a s em ploym en t, a n d la r ge per cen ta ges
(78 per cen t a n d 51 per cen t r espectively)
in dica ted som e pr eviou s post-secon da r y edu ca tion pr ior to en r olm en t a t th e Un iver sity of
Alber ta . In con tr a st, th e m ea n a ge of 21 yea r s
for u n iver sity tr a n sfer stu den ts a t Gr a n t
Ma cE w a n Com m u n ity Colle ge w a s a t lea st
ten yea r s below th a t of oth er gr ou ps. Th e va st
m a jor ity wer e sin gle a n d wer e fu ll-tim e stu den ts. Th eir h igh est level of edu ca tion pr ior
to Gr a n t Ma cE w a n en r olm en t w a s pr edom in a n tly h igh sch ool.
Close to 60 per cen t of pa r t-tim e u n der gr a du a tes a t th e Un iver sity of Alber ta expected to
com plete de gr ees, a n d 68 per cen t of th ese
r espon den ts in dica ted th a t th ey wou ld seek
pa r t-tim e sta tu s a t th eir n ext r e gistr a tion .
E igh ty per cen t of Gr a n t Ma cE w a n Colle ge
stu den ts in ten ded to com plete de gr ees a t th e
Un iver sity of Alber ta , bu t pla n n ed to a tten d
fu ll-tim e. Mu ch sm a ller n u m ber s of for m er
F a cu lty of Ar ts stu den ts (24 per cen t) h a d
pla n s for de gr ee com pletion . For pa r t-tim e
u n der gr a du a tes a t th e Un iver sity of Alber ta ,
th e m a in r ea son s for a tten din g pa r t-tim e
wer e, in or der : th e desir e to wor k wh ile
a tten din g cla sses; per son a l/ fa m ily r espon sibilities; a n d th e n eed to wor k to cover
expen ses. For for m er F a cu lty of Ar ts stu den ts, th e m a in r ea son s for n on -com pletion of
de gr ees in clu ded: a tten da n ce a t a n oth er in stitu tion ; la ck of in ter est; em ploym en t r espon sibilities; a n d per son a l/ fa m ily r espon sibilities.
Th e pr im a r y sou r ce of fu n din g for edu ca tion for pa r t-tim e u n der gr a du a tes a t th e
Un iver sity of Alber ta w a s cu r r en t em ploym en t (47 per cen t of r espon ses). For Gr a n t
Ma cE w a n Colle ge stu den ts, th e pr im a r y
sou r ce of fu n din g w a s pa r en ts. La r ge n u m ber s of pa r t-tim e u n der gr a du a tes a n d for m er
F a cu lty of Ar ts stu den ts a t th e Un iver sity of
Alber ta wer e em ployed eith er fu ll-tim e or
pa r t-tim e (78 per cen t a n d 84 per cen t r espectively). In con tr a st, r ou gh ly h a lf of Gr a n t
Ma cE w a n stu den ts h eld pa r t-tim e jobs. Th e
m a jor ity of pa r t-tim e u n der gr a du a tes a n d
for m er a r ts stu den ts h a d a n n u a l fa m ily
in com es of a t lea st Cdn $30,000 (64 per cen t
a n d 65 per cen t r espectively). In ea ch of th ese
gr ou ps, a lm ost 30 per cen t h a d a n n u a l
in com es of a t lea st Cdn $60,000 per yea r.
Despite differ en ces in a tten da n ce pla n s a n d
expecta tion s for de gr ee com pletion , la r ge
n u m ber s of stu den ts fr om a ll th r ee r espon se
gr ou ps in dica ted “som ewh a t lik ely, ver y
lik ely, or yes, wou ld a tten d” on th e lik elih ood
of a tten da n ce in even in g a n d week en d de gr ee
com pletion pr ogr a m m in g. Th e la r gest distr ibu tion in th ese th r ee r espon se ca te gor ies
w a s for pa r t-tim e Un iver sity of Alber ta
David A. Ke ast
Part-time unive rsity e duc atio n
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1 2 / 3 [1 9 9 8 ] 1 1 4 –1 1 9
u n der gr a du a tes (74 per cen t), a n d th e sm a llest w a s for Gr a n t Ma cE w a n u n iver sity tr a n sfer stu den ts (41 per cen t). P a r t-tim e u n der gr a du a tes a n d for m er a r ts stu den ts sh owed a
cou r se sch edu lin g pr efer en ce for th r ee-h ou r
block s on ce a week , a n d wer e divided on sta r t
tim es between 5.00 p.m . to 7.00 p.m . week n igh ts (42 per cen t a n d 48 per cen t r espectively), a n d 8.00 a .m . to 3.30 p.m . week days (43
per cen t a n d 43 per cen t r espectively). In con tr a st, Gr a n t Ma cE w a n stu den ts sh owed a
pr efer en ce for on e- a n d on e-a n d-a -h a lf-h ou r
block s tw ice a week , a n d sta r t tim es of 8.00
a .m . to 3.30 p.m . week days. Over a ll, r espon ses
on th e n eed for a fter -h ou r s a ccess to stu den t
ser vices for a ll th r ee gr ou ps in clu ded th e
r e gistr a r ’s office, fa cu lty offices, depa r tm en t
offices, cou n sellin g ser vices, a n d pa r k in g
ser vices. By fa r th e m ost fr equ en tly in dica ted
pr efer r ed tim e for a ccess to su ch ser vices w a s
4.30 p.m . to 6.30 p.m . on week days.
High pr opor tion s of r espon den ts in a ll
th r ee gr ou ps (83 per cen t, 85 per cen t, a n d 85
per cen t for pa r t-tim e Un iver sity of Alber ta
u n der gr a du a tes, Gr a n t Ma cE w a n stu den ts,
a n d for m er a r ts stu den ts r espectively) h a d
a ccess to ba sic com pu ter tech n ology su ch a s
wor d pr ocessin g. Wh en qu estion s r ela ted to
tech n ology wh ich w a s m or e r ecen t or soph istica ted, th ese n u m ber s dr opped by a lm ost
h a lf. Th e m a jor ity of r espon den ts h a d n ever
ta k en cou r ses u sin g tech n ology or a lter n a tive
deliver y m ediu m s. Of th ose wh o h a d, pr in tba sed cor r espon den ce w a s by fa r th e m ost
fr equ en tly u sed m eth od. Wh en qu estion ed on
in ter est in ta k in g cou r ses u sin g a lter n a tive
deliver y m eth ods, r espon ses wer e gen er a lly
low to m oder a te a cr oss da ta sets. Th e h igh est
level of in ter est w a s expr essed in com pu ter a ssisted in str u ction a l m eth ods su ch a s CDROM, followed by com pu ter con fer en cin g.
For pa r t-tim e u n der gr a du a tes a t th e Un iver sity of Alber ta , th e m ost fr equ en tly listed
a dva n ta ge of pa r t-tim e stu dies w a s th a t it
a llowed tim e for wor k com m itm en ts (56 per
cen t of r espon den ts). Per h a ps su r pr isin gly,
th is fin din g w a s followed by per son a l fu lfi lm en t a n d fit w ith per son a l lifestyle (39 per
cen t), a n d fa m ily com m itm en ts (16 per cen t).
For th is sa m e gr ou p of r espon den ts, th e m ost
fr equ en tly listed disa dva m a ge of pa r t-tim e
stu dies w a s lim ited cou r se selection in clu din g even in g cou r se selection (60 per cen t of
r espon den ts), followed by th e exten ded tim e
n eeded for de gr ee com pletion (27 per cen t),
a n d poor a ccess to ser vices (20 per cen t).
F igu r e 1 pr ovides a n over view of m a jor
com pon en ts of th e stu dy w ith a focu s on disciplin e a r ea s a ccessible for pa r t-tim e de gr ees a t
Ca n a dia n u n iver sities, a pr ofi le of pa r t-tim e
stu den ts, per son a l fa ctor s in fl u en cin g th e
decision to stu dy pa r t-tim e, a n d th e
in stitu tion a l va r ia bles m ost lik ely to in fl u en ce pa r t-tim e en r olm en ts.
Implications for institutional policy
and practice
A n eed exists in h igh er edu ca tion a n d in
edu ca tion a l r esea r ch in gen er a l for th e
tr a n sla tion of r esea r ch r esu lts in to m ea n in gfu l im plica tion s for policy a n d con cr ete
r ecom m en da tion s for im pr ovem en t in in stitu tion a l pr a ctice. Ba sed on th e r esu lts of th is
stu dy, a n d w ith r efer en ce to pr eviou s
r esea r ch , ten im plica tion s for in stitu tion a l
policy a n d pr a ctice a r e su ggested a s gu idelin es for im pr ovin g per for m a n ce wh en
a ddr essin g th e a ccess n eeds of pa r t-tim e
lea r n er s:
1 F in din gs in th is stu dy in dica ted th a t pa r ttim e to tota l u n der gr a du a te en r olm en t
pr opor tion s for th e m a jor ity of r espon din g
in stitu tion s wer e a bove th e 10 per cen t
m a r k , a n d r ou gh ly h a lf wer e a t or a bove
th e 20 per cen t m a r k . For 1 Decem ber 1995,
th e m ea n pa r t-tim e to tota l en r olm en t
pr opor tion w a s 23 per cen t. Twen ty per
cen t of r espon den t in stitu tion s fell below
th e 10 per cen t m a r k in pa r t-tim e to tota l
u n der gr a du a te en r olm en ts. At pr esen t, it
is u n clea r a s to wh a t th is m ea n s. Th ese
en r olm en t differ en ces m ay be su ggestive
of h ow in stitu tion s per ceive th eir diver se
stu den t con stitu en cies, a n d h ow th ey h ave
u sed flexible policy a n d pr a ctice to a ddr ess
th e lea r n in g n eeds of th ese gr ou ps. Som e
in stitu tion s m ay r equ ir e a r e-exa m in a tion
of th e edu ca tion a l, socia l, a n d econ om ic
costs a n d ben efits of pa r t-tim e stu den ts.
2 F in din gs on specific pa r t-tim e de gr ee pr ogr a m s offer ed by Ca n a dia n u n iver sities
wer e “sk etch y” a n d a m bigu ou s a t best.
An a lysis of da ta w a s h in der ed by a
n u m ber of fa ctor s r a n gin g fr om differ en t
r epor tin g pr a ctices a n d defin ition s for
pa r t-tim e pr ogr a m m es to differ en t con ception s of u n iver sity de gr ees. Mor e a ccu r a te
k n ow ledge a n d in for m a tion is n eeded on
th e n a tu r e a n d exten t of pa r t-tim e de gr ee
pr ogr a m m in g offer ed by in stitu tion s.
3 Alth ou gh th e dom in a n t or ga n iza tion a l
m odel for th e a dm in istr a tion of pa r t-tim e
pr ogr a m m in g a ppea r s to be r e gu la r a ca dem ic depa r tm en ts, pr eviou s r esea r ch su ggests th a t th is a ppr oa ch m ay n ot be th e
m ost effective, a n d th a t fr ee-sta n din g pa r ttim e de gr ee pr ogr a m m es m ay be m or e
su ppor tive a n d com pr eh en sive (see
Rick wood, 1995; Sm ith a n d Sa u n der s, 1988;
Th om pson a n d Devlin , 1992).
4 Ma n y m or e in stitu tion s offer a gr ea ter
n u m ber of even in g cou r ses th a n week en d
[ 117 ]
David A. Ke ast
Part-time unive rsity e duc atio n
Figure 1
Dime nsio ns o f part-time unde rgraduate unive rsity e duc atio n in Canada
Inte rnatio nal Jo urnal o f
Educ atio nal Manage me nt
1 2 / 3 [1 9 9 8 ] 1 1 4 –1 1 9
Stude
Student
nt Ac
Acceess
ss to
to
Part-Time De gre e s
Part-Time Student
Pro file
Arts
Age
Applie d Arts
- manage me nt,
c hild c are
Busine ss/
Co mme rc e
Ge nde r
Prio r
Educ atio n
Goals/
Expec tations
Marital
Status
Nursing
Pe rso nal Fac to rs
Affe c ting De c isio n to
Study Part-Time
De sire to
Wo rk
Family
Inc o me
So c ial
Wo rk
5
6
7
8
[ 118 ]
- le ve l, range ,
se que nc e
Co urse Sc he duling
Family
Responsibilities
De gre e Struc ture
Direc t/ Indirec t
Co sts
Emplo yme nt
Status
cou r ses, yet fi n din gs in th is stu dy su ggest
th a t both types of offer in gs h old poten tia l
for solicitin g th e m or e m a tu r e pa r t-tim e
stu den t.
In th e pr esen t stu dy, som e eviden ce su ggests th a t sch edu lin g a n d tim eta blin g
developm en t sh ou ld focu s on sen ior -yea r
cou r se levels (fou r th -yea r a n d a fter -de gr ee
stu den ts) (see a lso Devlin , 1989.)
P r eviou s r esea r ch h a s postu la ted a r ela tion sh ip between pa r t-tim e en r olm en ts
a n d th e ava ila bility of even in g a n d
week en d cou r se offer in gs (Th om pson
a n d Devlin , 1992). An a lysis of da ta fr om
Ca n a dia n u n iver sities sh owed a positive
cor r ela tion between th e exten t of even in g
cou r se offer in gs a n d pa r t-tim e u n der gr a du a te en r olm en ts in depen den t of th e in fl u en ce of fu ll-tim e en r olm en ts. Wh a t m ay be
n eeded is r esea r ch wh ich esta blish es th e
“ca u sa l dir ection ” of th is r ela tion sh ip.
Most lik ely, in cr ea ses in th e exten t of
even in g pr ogr a m m in g w ill lea d to pa r ttim e en r olm en t gr ow th .
P r eviou s r esea r ch a n d fin din gs in th e
pr esen t stu dy r ein for ce th e n otion th a t
som e types of ser vice pr ovision a r e in con sisten t w ith th e dem ogr a ph ic pr ofi le a n d
ch a r a cter istics of m a tu r e pa r t-tim e stu den ts.
A r ea ssessm en t of ser vice pr ovision for
pa r t-tim er s m ay tr a n sla te in to cost savin gs
to both th e stu den t a n d th e in stitu tion .
Recen t r esea r ch su ggests th a t th e cost
savin gs of edu ca tin g a pa r t-tim e stu den t
Co urse Se le c tio n
Life style
Fit
Childre n
Sc ie nc e
Institutio nal Fac to rs
Affe c ting Part-Time
Enro lme nts
- e ve nings, we e ke nds
- administratio n
- time to c o mple te
- o the r suppo rt
Ac c e ss to Se rvic e s
- re gistrar, fac ultie s,
de partme nts
com pa r ed to a fu ll-tim e stu den t m ay be a s
h igh a s 50 per cen t (Rick wood, 1995).
9 Over a ll, in ter est in tech n ology a n d th e
a lter n a tive deliver y of cou r ses w a s “lu k ew a r m .” Th is fi n din g is su ppor ted in
pr eviou s r esea r ch , wh ich a lso su ggests
th a t dista n ce lea r n in g m ay n ot be a n
a ttr a ctive a lter n a tive for m a n y pa r t-tim er s
(Br oom field, 1993; Th om pson a n d Devlin ,
1992).
10 F in din gs on tech n ology a n d a lter n a tive
deliver y wer e h igh ly con sisten t a cr oss a ll
th r ee r espon se gr ou ps. Th ese fin din gs m ay
be a m or e w idespr ea d ph en om en on . If so,
th is wou ld n eed to be weigh ed a ga in st
gover n m en t a n d in stitu tion a l policies
a dvoca tin g in cr ea sed tech n ology in te gr a tion , a lter n a tive deliver y, a n d dista n ce
lea r n in g in edu ca tion a l settin gs.
Conclusion
In th e la st few deca des, edu ca tion a l in stitu tion s h ave in vested con sider a ble r esou r ces in
str a te gic pla n n in g effor ts in ten ded to defin e,
esta blish , or r ea ffir m edu ca tion a l m ission s
a n d va lu es. Typica lly, h owever, th ese in itia tives a r e “top-dow n ” a ctivities, wh er e decision m a k in g pr oceeds fr om gover n m en t policy on edu ca tion , th r ou gh m a jor in stitu tion a l
sta k eh older s, a n d th en to va r iou s stu den t
clien teles. Th u s, stu den ts r em a in situ a ted a t
th e r eceivin g en d of th e im plem en ta tion of
wh a t policy m a k er s decide “ou gh t” to be
don e. In con tr a st, th e r esea r ch descr ibed h er e
ser ves a s a good exa m ple of a n a lter n a tive
David A. Ke ast
Part-time unive rsity e duc atio n
Inte rnatio nal Jo urnal o f
Educ atio nal Manage me nt
1 2 / 3 [1 9 9 8 ] 1 1 4 –1 1 9
“bottom -u p” a ppr oa ch , wh er e, poten tia lly, th e
pr ocess m oves fr om r eleva n t k n ow ledge a n d
in for m a tion on stu den ts a n d pr ogr a m m es to
in stitu tion a l ch a n ge; th a t is, fr om stu den t
n eeds to in stitu tion a l r espon ses.
In Ca n a da , r esea r ch er s, sch ola r s, a n d
a dm in istr a tor s in h igh er edu ca tion often
a ppea l to dem ogr a ph ic, politica l, or socioecon om ic fa ctor s a s expla n a tion s for th e
va r iety of u n a n ticipa ted pr essu r es w ith
wh ich or ga n iza tion s a r e n ow fa ced. (F a llin g
pa r t-tim e en r olm en ts m ay be a ca se in poin t.)
Alth ou gh th ese exter n a l va r ia bles do ser ve a s
per fectly va lid expla n a tion s of in ter n a l or ga n iza tion a l str esses, in stitu tion s h ave little
con tr ol, a n d m or e often n o con tr ol, over su ch
va r ia bles. Alter n a tively, a n in stitu tion a l
policy decision m odel ba sed on stu den t n eeds
a llow s edu ca tion a l or ga n iza tion s to be gin to
iden tify str a te gies th r ou gh wh ich th ey ca n
exer cise pr oa ctive in fl u en ce in cou n ter in g
th e u n pr edicta ble effects of sh iftin g socia l
tr en ds. For exa m ple, th e r esu lts of th is stu dy
su ggest, a m on g oth er th in gs, th a t wellpla n n ed, in telligen t cou r se sch edu lin g a n d
ca r efu lly design ed stu den t ser vices ca n in fl u en ce pa r t-tim e en r olm en ts. Over a ll, th is
depicts a qu ite differ en t in stitu tion a l policy
decision m odel. Th e essen tia l differ en ce lies
in th e “dir ection a l fl ow ” of th e pr ocess itself,
a n d th er efor e in th e type a n d qu a lity of
k n ow ledge on wh ich decision s a r e ba sed.
Most im por ta n tly, h ow in stitu tion s ch oose to
u se r eleva n t k n ow ledge on stu den ts a n d
pr ogr a m m es ca n a ffect policy ch a n ge a n d
im pr ove edu ca tion a l pr a ctice.
References
Associa tion of Un iver sities a n d Colle ges of
Ca n a da (1996), T ren d s 1996: T h e Ca n a d ia n
Un iv ersity in Profi le, Au th or, Ottaw a .
Bou r n er, T., Reyn olds, A., Ha m ed, M. a n d Ba r n ett,
R. (1991), Pa r t-tim e S tu d en ts a n d T h eir Ex per ien ce of High er Ed u ca tion , SRHE a n d Open
Un iver sity P r ess, Bu ck in gh a m .
Br oom fi eld, C. (1993 ), “Th e im por ta n ce of m a tu r e,
pa r t-tim e stu den ts to h igh er edu ca tion in
th e UK”, High er Ed u ca tion , Vol. 25, pp. 189-205.
Devlin , L. (1989), “P a r t-tim e stu den ts: a closer
look ”, Ca n a d ia n J ou r n a l of Un iv ersity Con tin u in g Ed u ca tion , Vol. 15 N o. 1, pp. 29-38.
Rick wood, P. (1995), “Oth er s lik e u s? – A stu dy of
pa r t-tim e de gr ee pr ovision ou tside th e Open
Un iver sity”, Open L ea r n in g, Vol. 10 N o. 3,
pp. 16-24.
Sm ith , D.M. a n d Sa u n der s, M.R. (1988), “P a r t-tim e
h igh er edu ca tion : pr ospects a n d pr a ctices”,
High er Ed u ca tion R eview , Vol. 20 N o. 3,
pp. 7-22.
Th om pson , G. a n d Devlin , L. (1992), “Access by
pa r t-tim e stu den ts: a qu estion of open n ess in
Ca n a dia n u n iver sities”, Ca n a d ia n J ou r n a l of
High er Ed u ca tion , Vol. 22 N o. 3, pp. 57-75.
Tigh t, M. (1991), “P a r t-tim e h igh er edu ca tion in
wester n developed cou n tr ies”, Eu ropea n
J ou r n a l of Ed u ca tion , Vol. 26 N o. 1, pp. 63-85.
[ 119 ]
David A. Keast
De partme nt o f Educ atio nal Po lic y Studie s, Unive rsity o f Albe rta, Edmo nto n,
Canada
The article outlines the
results of a survey research
on part-time programming at
Canadian universities and the
needs and characteristics of
undergraduate student populations with potential for parttime degree completion. Data
on Canadian universities were
examined in four major categories of variables including
institutional backgrounds,
part-time degree programmes
and programme administration, evening and weekend
course offerings and course
administration, and services
for part-time students. Data
from student groups were
examined in six categories
including demographics,
academic backgrounds,
fi nances and employment,
educational expectations and
student services, technology
and alternative delivery methods, and advantages and
disadvantages of part-time
attendance. Findings suggest
changes may be necessary in
university functioning in order
to serve part-time student
populations better. Implications for institutional policy
and practice are discussed in
four general areas: part-time
enrolments and degrees;
evening and weekend programming; demographics,
student services and costeffectiveness; and technology
and alternative
delivery.
Inte rnatio nal Jo urnal o f
Educ atio nal Manage me nt
1 2 / 3 [ 1998] 1 1 4 –1 1 9
© MCB Unive rsity Pre ss
[ ISSN 0951-354X]
[ 114 ]
Introduction
As econ om ic r estr a in t in th e post-secon da r y
edu ca tion sector becom es a per sisten t r ea lity,
a n a ppr ecia tion of th e con tr ibu tion of pa r ttim e stu den ts to u n iver sities, a s well a s a n
aw a r en ess of th eir n eeds, h a s gr ow n . Sm ith
a n d Sa u n der s (1988, p. 7) n oted th a t “n ew
con ception s of h igh er edu ca tion a n d th e
n a tu r e of its stu den t clien ts h ave led to pa r ttim e h igh er edu ca tion bein g pla ced m or e
cen tr a lly on n a tion a l politica l a gen da s a n d on
th e a gen da s of edu ca tion a l in stitu tion s th em selves”. Devlin (1989) con sider ed pa r t-tim e
stu dy in h igh er edu ca tion to be con sisten t
w ith th e two m a jor dir ection s of “open n ess
a n d a ccess” r ecom m en ded for Ca n a dia n u n iver sities. However, in th e la st few yea r s u n iver sities in Ca n a da h ave seen a n oticea ble
declin e in pa r t-tim e en r olm en ts (Associa tion
of Un iver sities a n d Colle ges of Ca n a da , 1996).
Th is declin e h a s given r ise to con cer n in
u n iver sity qu a r ter s. Un for tu n a tely, th is con cer n exists a ga in st a ba ck dr op of r ela tively
little r esea r ch on pa r t-tim e u n iver sity stu den ts, pr ogr a m m es a n d, a tten da n ce wh ich is
u sefu l for decision s on policy a n d pr a ctice.
Th e a bsen ce “of com pr eh en sive da ta on th e
cen tr a l issu es a r isin g fr om pa r t-tim e stu dy”
w a s r ecogn ised by Devlin (1989, p. 30). Also,
Bou r n er et a l. (1991, p. 1) su ggested th a t “com pa r ed to fu ll-tim e h igh er edu ca tion , th e in for m a tion ava ila ble on pa r t-tim e h igh er edu ca tion is ver y lim ited”.
Som e com pa r ison of pa r ticipa tion , en r olm en t r a tes, a n d tr en ds in post-secon da r y
edu ca tion a t th e in ter n a tion a l level m ay sh ed
ligh t on im por ta n t qu estion s em er gin g fr om
th e stu dy of pa r t-tim e u n iver sity edu ca tion .
For exa m ple, Tigh t (1991) exa m in ed h igh er
edu ca tion system s a n d pa r t-tim e stu den t
pa r ticipa tion in 12 wester n developed cou n tr ies. In th e UK, pa r t-tim e en r olm en ts a t a ll
levels in th e 1987-88 a ca dem ic yea r tota lled
a ppr oxim a tely 37 per cen t. Ar ou n d 64 per cen t
of th ese en r olm en ts wer e ser viced by polytech n ics a n d colle ges. Th e Open Un iver sity
a bsor bed th e m a jor ity of th e r em a in der a t 23
per cen t, w ith 13 per cen t of en r olm en ts ser viced by oth er u n iver sities. Resea r ch on
pa r t-tim e pa r ticipa tion in th e UK a lso su ggests th a t a la r ge pr opor tion of stu den ts stu dy
a t su bde gr ee a n d postgr a du a te levels. Br oom field (1993) n oted th a t for th e yea r s 1980-81 a n d
1989-90, th e va st m a jor ity of pa r t-tim e u n iver sity edu ca tion ou tside of th e Open Un iver sity
occu r r ed a t th e postgr a du a te level. Tigh t’s
(1991) fin din gs for th e UK a r e r ou gh ly con sisten t h er e, sh ow in g th a t 68 per cen t of a ll stu den ts a t su bde gr ee levels wer e en r olled pa r ttim e a n d th a t on ly 19 per cen t of stu den ts a t
th e fir st-de gr ee level wer e en r olled pa r t-tim e.
Over a ll, th e su bject a r ea s m ost stu died
in clu ded edu ca tion , en gin eer in g a n d tech n ology, a n d bu sin ess, a dm in istr a tion , a n d socia l
stu dies (Br oom field, 1993; Tigh t, 1991). In
con tr a st, th e tota l pa r t-tim e en r olm en t r a te in
th e USA r ose a bove th e 40 per cen t m a r k
(a ppr oxim a tely 43 per cen t) in th e 1987-88
yea r, w ith pa r t-tim e en r olm en ts com pr isin g
24 per cen t of a ll en r olm en ts in fou r -yea r
de gr ee pr ogr a m m es (Tigh t, 1991 ). US pa r ticipa tion in h igh er edu ca tion for cla sses sta r tin g a fter 4:00 p.m . in 1988 w a s estim a ted to be
a s h igh a s 53 per cen t. In both th e UK a n d th e
USA, th e r a te of gr ow th in pa r ticipa tion w a s
gr ea test for wom en .
A n u m ber of gen er a l tr en ds wer e fou n d to
be com m on in m a n y of th e cou n tr ies stu died
a n d, in deed, pa r a llel m u ch of wh a t h a s
occu r r ed on th e Ca n a dia n scen e. Tigh t (1991)
pr oposed th ese gen er a liza tion s: pa r t-tim e
stu den ts com pr ise fr om on e-th ir d to on e-h a lf
of tota l en r olm en ts in wester n developed
cou n tr ies; cor r espon den ce a n d dista n ce edu ca tion a r e n ot in clu ded in m ost sta tistics;
pa r t-tim e pr ovision ten ds to be com m on a t
su bde gr ee a n d postgr a du a te levels (th e USA
a n d Ca n a da m ay be exception s to th is); stu den ts a r e older a n d dispr opor tion a tely
fem a le; en r olm en ts seem to be m ostly con cen tr a ted in cer ta in disciplin e a r ea s in clu din g
a r ts, socia l scien ces, bu sin ess, edu ca tion ,
h ea lth , a n d law ; a n d eviden ce su ggests th a t
pa r t-tim e stu dies a r e in cr ea sin g in im por ta n ce.
Th e la ck of com pr eh en sive da ta on pa r ttim e u n iver sity edu ca tion r ein for ces th e n eed
for a ddition a l stu dy of existin g a n d poten tia l
pa r t-tim e stu den ts a n d pr ogr a m m es. Tow a r ds
th is en d, th e follow in g discu ssion su m m a r izes r esu lts fr om a stu dy of pa r t-tim e pr ogr a m m in g a t Ca n a dia n u n iver sities a n d th e
n eeds a n d ch a r a cter istics of u n der gr a du a te
David A. Ke ast
Part-time unive rsity e duc atio n
Inte rnatio nal Jo urnal o f
Educ atio nal Manage me nt
1 2 / 3 [1 9 9 8 ] 1 1 4 –1 1 9
stu den t popu la tion s w ith poten tia l for pa r ttim e de gr ee com pletion . Th e fin din gs su ggest
ch a n ges wh ich m ay be n ecessa r y in u n iver sity fu n ction in g in or der to better ser ve th ese
stu den t popu la tion s in th e fu tu r e.
Method
A cr oss-section a l su r vey design w ith a n
em ph a sis on descr iptive a n a lysis w a s u sed
for th is stu dy. Fou r r ela ted popu la tion s ser ved
a s a ba sis for su r veyin g pr ocedu r es, wh ich , in
tu r n , wer e in itia ted in fou r sta ges: Ca n a dia n
u n iver sities (1995-96 m em ber in stitu tion s of
th e Associa tion of Un iver sities a n d Colle ges
of Ca n a da – AUCC); pa r t-tim e u n der gr a du a te
stu den ts a t th e Un iver sity of Alber ta , E dm on ton , Ca n a da ; u n iver sity tr a n sfer stu den ts a t
Gr a n t Ma cE w a n Com m u n ity Colle ge, E dm on ton , Alber ta ; a n d for m er Un iver sity of
Alber ta F a cu lty of Ar ts stu den ts eligible for
r ea dm ission fr om 1985 to 1995.
Th e Un iver sity of Alber ta is a com pr eh en sive r esea r ch in stitu tion wh ich in 1995-96
en r olled 29,120 stu den ts in a w ide r a n ge
of u n der gr a du a te a n d gr a du a te de gr ee pr ogr a m s. Gr a n t Ma cE w a n Com m u n ity Colle ge
is a pu blic, m u lti-ca m pu s in stitu tion offer in g
m a in ly two-yea r cer tifica te pr ogr a m s a lon g
w ith u n iver sity tr a n sfer a n d n on -cr edit
cou r ses. In 1995-96, Gr a n t Ma cE w a n ser ved
a ppr oxim a tely 13,000 stu den ts in cr edit pr ogr a m m es w ith in th e E dm on ton m etr opolita n
r e gion wh ich h a s a popu la tion of a bou t
800,000 people.
Th e ch a r a cter istics of ea ch popu la tion
w a r r a n ted th e design of fou r sepa r a te su r vey
in str u m en ts. Th e developm en t a n d r efi n em en t of su r vey in str u m en ts wer e ba sed
on a r eview of r eleva n t liter a tu r e a n d pr eviou s r esea r ch , a n d on feedba ck fr om a sta tistics con su lta n t, a su r vey design er, a n d
in for m ed collea gu es. Qu estion n a ir es wer e
th en r ea ssessed a n d r efi n ed by a r esea r ch
tea m in th e Specia l Session s Office a t th e
Un iver sity of Alber ta . Th e qu estion n a ir e to
AUCC m em ber in stitu tion s w a s pilot-tested
u sin g a ca dem ic a n d a dm in istr a tive sta ff a t
th e Un iver sity of Alber ta . Th e oth er su r vey
in str u m en ts wer e pilot-tested u sin g sm a ll
gr ou ps of r espon den ts fr om th e r espective
popu la tion s bein g stu died. For in stitu tion s in
Qu ebec, a n d for oth er F r en ch -la n gu a ge in stitu tion s, a copy of th e su r vey in str u m en t w a s
pr epa r ed in F r en ch by a n exper ien ced tr a n sla tor. All su r veyin g pr ocedu r es wer e con du cted between J a n u a r y a n d Apr il 1996.
E igh ty-eigh t AUCC m em ber in stitu tion s
wer e su r veyed a n d 59 qu estion n a ir es wer e
r etu r n ed for a fin a l r espon se r a te of a ppr oxim a tely 76 per cen t. F in a l r espon se r a tes for
pa r t-tim e u n der gr a du a tes a n d for m er F a cu lty of Ar ts stu den ts a t th e Un iver sity of
Alber ta wer e 63 per cen t a n d 49 per cen t
r espectively. For stu den ts a t Gr a n t Ma cE w a n
Colle ge, da ta wer e collected th r ou gh th e
a dm in istr a tion of in -cla ss su r veys ba sed on a
str a tified sa m ple (by yea r a n d pr ogr a m m e
a r ea ) of th e u n iver sity tr a n sfer popu la tion .
Da ta m a n a gem en t a n d da ta a n a lysis pr ocedu r es wer e con du cted or dir ectly su per vised
by a co-r esea r ch er a n d th e pr in cipa l
r esea r ch er. F in din gs w ith in ea ch da ta set a n d
a cr oss da ta sets wer e com pa r ed w ith pr eviou s
r esea r ch for com m on th em es wh ich wou ld
h ave im plica tion s for policy a n d pr a ctice.
Summary of results
Canadian universities
Da ta on AUCC m em ber in stitu tion s wer e
exa m in ed in fou r m a jor ca te gor ies of va r ia bles: ba ck gr ou n d in for m a tion ; pa r t-tim e
de gr ee pr ogr a m m es in clu din g da ta on th e
type of pr ogr a m m es offer ed a n d pr ogr a m m e
a dm in istr a tion ; even in g a n d week en d cou r se
offer in gs in clu din g th e a dm in istr a tion of
cou r ses; a n d ser vices for pa r t-tim e stu den ts.
Th e m ost com m on ly u sed system for defin in g fu ll-session (Septem ber to Apr il) cou r ses
a ppea r ed to be six u n its of cr edit (53 per cen t
of r espon din g AUCC in stitu tion s), a n d th e
m ost fr equ en tly in dica ted m a xim u m cou r se
loa d for pa r t-tim e u n der gr a du a te stu den ts
w a s th r ee cou r ses per ter m (a ppr oxim a tely 54
per cen t of r espon ses). Wh en pa r t-tim e to
tota l u n der gr a du a te en r olm en t pr opor tion s
wer e exa m in ed, a bou t 80 per cen t of r espon den t in stitu tion s wer e a bove th e 10 per cen t
r a tio, a n d a bou t 50 per cen t of in stitu tion s
wer e a t or a bove th e 20 per cen t r a tio. Th e
m ea n for pa r t-tim e to tota l u n der gr a du a te
en r olm en ts in de gr ee cr edit pr ogr a m m es w a s
23 per cen t. Th e m ost fr equ en t sta r tin g tim e
for a n even in g cr edit cou r se w a s 7:00 p.m . (26
per cen t of r espon din g in stitu tion s). Th is w a s
closely followed by 4:00 p.m . to 4:30 p.m . (20
per cen t).
F ifteen in stitu tion s (25 per cen t of r espon den ts) in dica ted th a t th ey offer ed specific
pa r t-tim e u n der gr a du a te de gr ee pr ogr a m m es
distin ct fr om r e gu la r pr ogr a m m in g. However,
th e r a n ge of pr ogr a m m es r epor ted w a s
diver se. For th ose w ith even in g cou r se offer in gs th e m ost fr equ en tly specified pa r t-tim e
pr ogr a m m es wer e in th e a r ts a n d bu sin ess/
com m er ce disciplin e a r ea s, followed by
a pplied a r ts, socia l wor k , n u r sin g, a n d scien ce r espectively. For week en d cou r se offer in gs, a pplied a r ts a n d bu sin ess m a n a gem en t
wer e th e m ost fr equ en tly specified a r ea s, bu t
th e r a n ge of pr ogr a m m es a n d in stitu tion s in
[ 115 ]
David A. Ke ast
Part-time unive rsity e duc atio n
Inte rnatio nal Jo urnal o f
Educ atio nal Manage me nt
1 2 / 3 [1 9 9 8 ] 1 1 4 –1 1 9
wh ich week en d cou r ses wer e offer ed w a s
con sider a bly sm a ller th a n for even in g offer in gs. N ea r ly a ll of th e pa r t-tim e pr ogr a m m es
(14 ou t of 15) wer e a dm in ister ed by r e gu la r
a ca dem ic depa r tm en ts.
Th e over a ll exten t of even in g a n d week en d
de gr ee cr edit cou r se offer in gs differ ed con sider a bly. Th e m ea n n u m ber of even in g
cou r ses offer ed by a ll r espon din g in stitu tion s
w a s 204, wh ile th e m ea n n u m ber of week en d
cou r ses w a s on ly 7.5. In stitu tion s wer e a sk ed
to r a n k fa cu lties offer in g th e gr ea test n u m ber
of even in g de gr ee cr edit cou r ses. Th e m ost
fr equ en tly m en tion ed fa cu lties wer e a r ts,
edu ca tion , a n d com m er ce r espectively. Wh en
r espon ses wer e exa m in ed for week en d pr ogr a m m in g, th is r a n k in g sh ifted to edu ca tion ,
a r ts, a n d com m er ce r espectively. For th e
m a jor ity of in stitu tion s (67 per cen t of r espon den ts), even in g a n d week en d cou r se offer in gs
wer e a dm in ister ed by r e gu la r a ca dem ic
depa r tm en ts.
Appr oxim a tely 44 per cen t of r espon den t
in stitu tion s pu blish ed m a ter ia ls specifica lly
for pa r t-tim e stu den ts a n d a lm ost on e-h a lf (48
per cen t) pr ovided som e for m of fi n a n cia l
su ppor t for th is gr ou p. For th e m a jor ity of
r espon den ts, fu ll-tim e a n d pa r t-tim e a pplica tion dea dlin es a t fou r poin ts in th e a ca dem ic
yea r (fir st ter m , secon d ter m , spr in g session ,
a n d su m m er session ) wer e th e sa m e. On ly ten
in stitu tion s (17 per cen t) in dica ted th e existen ce of for m a l policy on exten ded office
h ou r s for tea ch in g fa cu lty. Oth er u n iver sity
ser vices w ith exten ded h ou r s in dica ted by
in stitu tion s – a lth ou gh , in som e ca ses, n ot
exclu sively for pa r t-tim e stu den ts – in clu ded
libr a r ies, book stor es, r e gistr a r s’ offices, con tin u in g edu ca tion u n its, h ea lth ser vices,
cou n sellin g offices, r ecr ea tion fa cilities, food
ser vices, a pa r t-tim e stu dies office a n d ca r eer
a n d pla cem en t ser vices.
Student groups
Da ta on th e n eeds a n d ch a r a cter istics of th e
th r ee u n der gr a du a te stu den t popu la tion s
wer e exa m in ed in six m a jor ca te gor ies of
va r ia bles: dem ogr a ph ic pr ofi les; a ca dem ic
ba ck gr ou n ds; fi n a n ces a n d em ploym en t;
edu ca tion a l expecta tion s a n d stu den t ser vices; tech n ology a n d th e a lter n a tive deliver y
of cou r ses; a n d a dva n ta ges a n d disa dva n ta ges
of pa r t-tim e a tten da n ce.
In a ll th r ee stu den t r espon se gr ou ps,
fem a les ou tn u m ber ed m a les a lm ost two to
on e. Th e m a jor ity of pa r t-tim e u n der gr a du a te
a n d for m er F a cu lty of Ar ts stu den ts a t th e
Un iver sity of Alber ta wer e 25 yea r s of a ge a n d
over (76 per cen t a n d 75 per cen t r espectively)
w ith sign ifi ca n t per cen ta ges a ged 30 a n d over
(57 per cen t a n d 53 per cen t r espectively). Th e
m a jor ity wer e m a r r ied (60 per cen t a n d 61 per
[ 116 ]
cen t r espectively), bu t w ith n o or few depen den t ch ildr en . Th eir pr im a r y daytim e a ctivity w a s em ploym en t, a n d la r ge per cen ta ges
(78 per cen t a n d 51 per cen t r espectively)
in dica ted som e pr eviou s post-secon da r y edu ca tion pr ior to en r olm en t a t th e Un iver sity of
Alber ta . In con tr a st, th e m ea n a ge of 21 yea r s
for u n iver sity tr a n sfer stu den ts a t Gr a n t
Ma cE w a n Com m u n ity Colle ge w a s a t lea st
ten yea r s below th a t of oth er gr ou ps. Th e va st
m a jor ity wer e sin gle a n d wer e fu ll-tim e stu den ts. Th eir h igh est level of edu ca tion pr ior
to Gr a n t Ma cE w a n en r olm en t w a s pr edom in a n tly h igh sch ool.
Close to 60 per cen t of pa r t-tim e u n der gr a du a tes a t th e Un iver sity of Alber ta expected to
com plete de gr ees, a n d 68 per cen t of th ese
r espon den ts in dica ted th a t th ey wou ld seek
pa r t-tim e sta tu s a t th eir n ext r e gistr a tion .
E igh ty per cen t of Gr a n t Ma cE w a n Colle ge
stu den ts in ten ded to com plete de gr ees a t th e
Un iver sity of Alber ta , bu t pla n n ed to a tten d
fu ll-tim e. Mu ch sm a ller n u m ber s of for m er
F a cu lty of Ar ts stu den ts (24 per cen t) h a d
pla n s for de gr ee com pletion . For pa r t-tim e
u n der gr a du a tes a t th e Un iver sity of Alber ta ,
th e m a in r ea son s for a tten din g pa r t-tim e
wer e, in or der : th e desir e to wor k wh ile
a tten din g cla sses; per son a l/ fa m ily r espon sibilities; a n d th e n eed to wor k to cover
expen ses. For for m er F a cu lty of Ar ts stu den ts, th e m a in r ea son s for n on -com pletion of
de gr ees in clu ded: a tten da n ce a t a n oth er in stitu tion ; la ck of in ter est; em ploym en t r espon sibilities; a n d per son a l/ fa m ily r espon sibilities.
Th e pr im a r y sou r ce of fu n din g for edu ca tion for pa r t-tim e u n der gr a du a tes a t th e
Un iver sity of Alber ta w a s cu r r en t em ploym en t (47 per cen t of r espon ses). For Gr a n t
Ma cE w a n Colle ge stu den ts, th e pr im a r y
sou r ce of fu n din g w a s pa r en ts. La r ge n u m ber s of pa r t-tim e u n der gr a du a tes a n d for m er
F a cu lty of Ar ts stu den ts a t th e Un iver sity of
Alber ta wer e em ployed eith er fu ll-tim e or
pa r t-tim e (78 per cen t a n d 84 per cen t r espectively). In con tr a st, r ou gh ly h a lf of Gr a n t
Ma cE w a n stu den ts h eld pa r t-tim e jobs. Th e
m a jor ity of pa r t-tim e u n der gr a du a tes a n d
for m er a r ts stu den ts h a d a n n u a l fa m ily
in com es of a t lea st Cdn $30,000 (64 per cen t
a n d 65 per cen t r espectively). In ea ch of th ese
gr ou ps, a lm ost 30 per cen t h a d a n n u a l
in com es of a t lea st Cdn $60,000 per yea r.
Despite differ en ces in a tten da n ce pla n s a n d
expecta tion s for de gr ee com pletion , la r ge
n u m ber s of stu den ts fr om a ll th r ee r espon se
gr ou ps in dica ted “som ewh a t lik ely, ver y
lik ely, or yes, wou ld a tten d” on th e lik elih ood
of a tten da n ce in even in g a n d week en d de gr ee
com pletion pr ogr a m m in g. Th e la r gest distr ibu tion in th ese th r ee r espon se ca te gor ies
w a s for pa r t-tim e Un iver sity of Alber ta
David A. Ke ast
Part-time unive rsity e duc atio n
Inte rnatio nal Jo urnal o f
Educ atio nal Manage me nt
1 2 / 3 [1 9 9 8 ] 1 1 4 –1 1 9
u n der gr a du a tes (74 per cen t), a n d th e sm a llest w a s for Gr a n t Ma cE w a n u n iver sity tr a n sfer stu den ts (41 per cen t). P a r t-tim e u n der gr a du a tes a n d for m er a r ts stu den ts sh owed a
cou r se sch edu lin g pr efer en ce for th r ee-h ou r
block s on ce a week , a n d wer e divided on sta r t
tim es between 5.00 p.m . to 7.00 p.m . week n igh ts (42 per cen t a n d 48 per cen t r espectively), a n d 8.00 a .m . to 3.30 p.m . week days (43
per cen t a n d 43 per cen t r espectively). In con tr a st, Gr a n t Ma cE w a n stu den ts sh owed a
pr efer en ce for on e- a n d on e-a n d-a -h a lf-h ou r
block s tw ice a week , a n d sta r t tim es of 8.00
a .m . to 3.30 p.m . week days. Over a ll, r espon ses
on th e n eed for a fter -h ou r s a ccess to stu den t
ser vices for a ll th r ee gr ou ps in clu ded th e
r e gistr a r ’s office, fa cu lty offices, depa r tm en t
offices, cou n sellin g ser vices, a n d pa r k in g
ser vices. By fa r th e m ost fr equ en tly in dica ted
pr efer r ed tim e for a ccess to su ch ser vices w a s
4.30 p.m . to 6.30 p.m . on week days.
High pr opor tion s of r espon den ts in a ll
th r ee gr ou ps (83 per cen t, 85 per cen t, a n d 85
per cen t for pa r t-tim e Un iver sity of Alber ta
u n der gr a du a tes, Gr a n t Ma cE w a n stu den ts,
a n d for m er a r ts stu den ts r espectively) h a d
a ccess to ba sic com pu ter tech n ology su ch a s
wor d pr ocessin g. Wh en qu estion s r ela ted to
tech n ology wh ich w a s m or e r ecen t or soph istica ted, th ese n u m ber s dr opped by a lm ost
h a lf. Th e m a jor ity of r espon den ts h a d n ever
ta k en cou r ses u sin g tech n ology or a lter n a tive
deliver y m ediu m s. Of th ose wh o h a d, pr in tba sed cor r espon den ce w a s by fa r th e m ost
fr equ en tly u sed m eth od. Wh en qu estion ed on
in ter est in ta k in g cou r ses u sin g a lter n a tive
deliver y m eth ods, r espon ses wer e gen er a lly
low to m oder a te a cr oss da ta sets. Th e h igh est
level of in ter est w a s expr essed in com pu ter a ssisted in str u ction a l m eth ods su ch a s CDROM, followed by com pu ter con fer en cin g.
For pa r t-tim e u n der gr a du a tes a t th e Un iver sity of Alber ta , th e m ost fr equ en tly listed
a dva n ta ge of pa r t-tim e stu dies w a s th a t it
a llowed tim e for wor k com m itm en ts (56 per
cen t of r espon den ts). Per h a ps su r pr isin gly,
th is fin din g w a s followed by per son a l fu lfi lm en t a n d fit w ith per son a l lifestyle (39 per
cen t), a n d fa m ily com m itm en ts (16 per cen t).
For th is sa m e gr ou p of r espon den ts, th e m ost
fr equ en tly listed disa dva m a ge of pa r t-tim e
stu dies w a s lim ited cou r se selection in clu din g even in g cou r se selection (60 per cen t of
r espon den ts), followed by th e exten ded tim e
n eeded for de gr ee com pletion (27 per cen t),
a n d poor a ccess to ser vices (20 per cen t).
F igu r e 1 pr ovides a n over view of m a jor
com pon en ts of th e stu dy w ith a focu s on disciplin e a r ea s a ccessible for pa r t-tim e de gr ees a t
Ca n a dia n u n iver sities, a pr ofi le of pa r t-tim e
stu den ts, per son a l fa ctor s in fl u en cin g th e
decision to stu dy pa r t-tim e, a n d th e
in stitu tion a l va r ia bles m ost lik ely to in fl u en ce pa r t-tim e en r olm en ts.
Implications for institutional policy
and practice
A n eed exists in h igh er edu ca tion a n d in
edu ca tion a l r esea r ch in gen er a l for th e
tr a n sla tion of r esea r ch r esu lts in to m ea n in gfu l im plica tion s for policy a n d con cr ete
r ecom m en da tion s for im pr ovem en t in in stitu tion a l pr a ctice. Ba sed on th e r esu lts of th is
stu dy, a n d w ith r efer en ce to pr eviou s
r esea r ch , ten im plica tion s for in stitu tion a l
policy a n d pr a ctice a r e su ggested a s gu idelin es for im pr ovin g per for m a n ce wh en
a ddr essin g th e a ccess n eeds of pa r t-tim e
lea r n er s:
1 F in din gs in th is stu dy in dica ted th a t pa r ttim e to tota l u n der gr a du a te en r olm en t
pr opor tion s for th e m a jor ity of r espon din g
in stitu tion s wer e a bove th e 10 per cen t
m a r k , a n d r ou gh ly h a lf wer e a t or a bove
th e 20 per cen t m a r k . For 1 Decem ber 1995,
th e m ea n pa r t-tim e to tota l en r olm en t
pr opor tion w a s 23 per cen t. Twen ty per
cen t of r espon den t in stitu tion s fell below
th e 10 per cen t m a r k in pa r t-tim e to tota l
u n der gr a du a te en r olm en ts. At pr esen t, it
is u n clea r a s to wh a t th is m ea n s. Th ese
en r olm en t differ en ces m ay be su ggestive
of h ow in stitu tion s per ceive th eir diver se
stu den t con stitu en cies, a n d h ow th ey h ave
u sed flexible policy a n d pr a ctice to a ddr ess
th e lea r n in g n eeds of th ese gr ou ps. Som e
in stitu tion s m ay r equ ir e a r e-exa m in a tion
of th e edu ca tion a l, socia l, a n d econ om ic
costs a n d ben efits of pa r t-tim e stu den ts.
2 F in din gs on specific pa r t-tim e de gr ee pr ogr a m s offer ed by Ca n a dia n u n iver sities
wer e “sk etch y” a n d a m bigu ou s a t best.
An a lysis of da ta w a s h in der ed by a
n u m ber of fa ctor s r a n gin g fr om differ en t
r epor tin g pr a ctices a n d defin ition s for
pa r t-tim e pr ogr a m m es to differ en t con ception s of u n iver sity de gr ees. Mor e a ccu r a te
k n ow ledge a n d in for m a tion is n eeded on
th e n a tu r e a n d exten t of pa r t-tim e de gr ee
pr ogr a m m in g offer ed by in stitu tion s.
3 Alth ou gh th e dom in a n t or ga n iza tion a l
m odel for th e a dm in istr a tion of pa r t-tim e
pr ogr a m m in g a ppea r s to be r e gu la r a ca dem ic depa r tm en ts, pr eviou s r esea r ch su ggests th a t th is a ppr oa ch m ay n ot be th e
m ost effective, a n d th a t fr ee-sta n din g pa r ttim e de gr ee pr ogr a m m es m ay be m or e
su ppor tive a n d com pr eh en sive (see
Rick wood, 1995; Sm ith a n d Sa u n der s, 1988;
Th om pson a n d Devlin , 1992).
4 Ma n y m or e in stitu tion s offer a gr ea ter
n u m ber of even in g cou r ses th a n week en d
[ 117 ]
David A. Ke ast
Part-time unive rsity e duc atio n
Figure 1
Dime nsio ns o f part-time unde rgraduate unive rsity e duc atio n in Canada
Inte rnatio nal Jo urnal o f
Educ atio nal Manage me nt
1 2 / 3 [1 9 9 8 ] 1 1 4 –1 1 9
Stude
Student
nt Ac
Acceess
ss to
to
Part-Time De gre e s
Part-Time Student
Pro file
Arts
Age
Applie d Arts
- manage me nt,
c hild c are
Busine ss/
Co mme rc e
Ge nde r
Prio r
Educ atio n
Goals/
Expec tations
Marital
Status
Nursing
Pe rso nal Fac to rs
Affe c ting De c isio n to
Study Part-Time
De sire to
Wo rk
Family
Inc o me
So c ial
Wo rk
5
6
7
8
[ 118 ]
- le ve l, range ,
se que nc e
Co urse Sc he duling
Family
Responsibilities
De gre e Struc ture
Direc t/ Indirec t
Co sts
Emplo yme nt
Status
cou r ses, yet fi n din gs in th is stu dy su ggest
th a t both types of offer in gs h old poten tia l
for solicitin g th e m or e m a tu r e pa r t-tim e
stu den t.
In th e pr esen t stu dy, som e eviden ce su ggests th a t sch edu lin g a n d tim eta blin g
developm en t sh ou ld focu s on sen ior -yea r
cou r se levels (fou r th -yea r a n d a fter -de gr ee
stu den ts) (see a lso Devlin , 1989.)
P r eviou s r esea r ch h a s postu la ted a r ela tion sh ip between pa r t-tim e en r olm en ts
a n d th e ava ila bility of even in g a n d
week en d cou r se offer in gs (Th om pson
a n d Devlin , 1992). An a lysis of da ta fr om
Ca n a dia n u n iver sities sh owed a positive
cor r ela tion between th e exten t of even in g
cou r se offer in gs a n d pa r t-tim e u n der gr a du a te en r olm en ts in depen den t of th e in fl u en ce of fu ll-tim e en r olm en ts. Wh a t m ay be
n eeded is r esea r ch wh ich esta blish es th e
“ca u sa l dir ection ” of th is r ela tion sh ip.
Most lik ely, in cr ea ses in th e exten t of
even in g pr ogr a m m in g w ill lea d to pa r ttim e en r olm en t gr ow th .
P r eviou s r esea r ch a n d fin din gs in th e
pr esen t stu dy r ein for ce th e n otion th a t
som e types of ser vice pr ovision a r e in con sisten t w ith th e dem ogr a ph ic pr ofi le a n d
ch a r a cter istics of m a tu r e pa r t-tim e stu den ts.
A r ea ssessm en t of ser vice pr ovision for
pa r t-tim er s m ay tr a n sla te in to cost savin gs
to both th e stu den t a n d th e in stitu tion .
Recen t r esea r ch su ggests th a t th e cost
savin gs of edu ca tin g a pa r t-tim e stu den t
Co urse Se le c tio n
Life style
Fit
Childre n
Sc ie nc e
Institutio nal Fac to rs
Affe c ting Part-Time
Enro lme nts
- e ve nings, we e ke nds
- administratio n
- time to c o mple te
- o the r suppo rt
Ac c e ss to Se rvic e s
- re gistrar, fac ultie s,
de partme nts
com pa r ed to a fu ll-tim e stu den t m ay be a s
h igh a s 50 per cen t (Rick wood, 1995).
9 Over a ll, in ter est in tech n ology a n d th e
a lter n a tive deliver y of cou r ses w a s “lu k ew a r m .” Th is fi n din g is su ppor ted in
pr eviou s r esea r ch , wh ich a lso su ggests
th a t dista n ce lea r n in g m ay n ot be a n
a ttr a ctive a lter n a tive for m a n y pa r t-tim er s
(Br oom field, 1993; Th om pson a n d Devlin ,
1992).
10 F in din gs on tech n ology a n d a lter n a tive
deliver y wer e h igh ly con sisten t a cr oss a ll
th r ee r espon se gr ou ps. Th ese fin din gs m ay
be a m or e w idespr ea d ph en om en on . If so,
th is wou ld n eed to be weigh ed a ga in st
gover n m en t a n d in stitu tion a l policies
a dvoca tin g in cr ea sed tech n ology in te gr a tion , a lter n a tive deliver y, a n d dista n ce
lea r n in g in edu ca tion a l settin gs.
Conclusion
In th e la st few deca des, edu ca tion a l in stitu tion s h ave in vested con sider a ble r esou r ces in
str a te gic pla n n in g effor ts in ten ded to defin e,
esta blish , or r ea ffir m edu ca tion a l m ission s
a n d va lu es. Typica lly, h owever, th ese in itia tives a r e “top-dow n ” a ctivities, wh er e decision m a k in g pr oceeds fr om gover n m en t policy on edu ca tion , th r ou gh m a jor in stitu tion a l
sta k eh older s, a n d th en to va r iou s stu den t
clien teles. Th u s, stu den ts r em a in situ a ted a t
th e r eceivin g en d of th e im plem en ta tion of
wh a t policy m a k er s decide “ou gh t” to be
don e. In con tr a st, th e r esea r ch descr ibed h er e
ser ves a s a good exa m ple of a n a lter n a tive
David A. Ke ast
Part-time unive rsity e duc atio n
Inte rnatio nal Jo urnal o f
Educ atio nal Manage me nt
1 2 / 3 [1 9 9 8 ] 1 1 4 –1 1 9
“bottom -u p” a ppr oa ch , wh er e, poten tia lly, th e
pr ocess m oves fr om r eleva n t k n ow ledge a n d
in for m a tion on stu den ts a n d pr ogr a m m es to
in stitu tion a l ch a n ge; th a t is, fr om stu den t
n eeds to in stitu tion a l r espon ses.
In Ca n a da , r esea r ch er s, sch ola r s, a n d
a dm in istr a tor s in h igh er edu ca tion often
a ppea l to dem ogr a ph ic, politica l, or socioecon om ic fa ctor s a s expla n a tion s for th e
va r iety of u n a n ticipa ted pr essu r es w ith
wh ich or ga n iza tion s a r e n ow fa ced. (F a llin g
pa r t-tim e en r olm en ts m ay be a ca se in poin t.)
Alth ou gh th ese exter n a l va r ia bles do ser ve a s
per fectly va lid expla n a tion s of in ter n a l or ga n iza tion a l str esses, in stitu tion s h ave little
con tr ol, a n d m or e often n o con tr ol, over su ch
va r ia bles. Alter n a tively, a n in stitu tion a l
policy decision m odel ba sed on stu den t n eeds
a llow s edu ca tion a l or ga n iza tion s to be gin to
iden tify str a te gies th r ou gh wh ich th ey ca n
exer cise pr oa ctive in fl u en ce in cou n ter in g
th e u n pr edicta ble effects of sh iftin g socia l
tr en ds. For exa m ple, th e r esu lts of th is stu dy
su ggest, a m on g oth er th in gs, th a t wellpla n n ed, in telligen t cou r se sch edu lin g a n d
ca r efu lly design ed stu den t ser vices ca n in fl u en ce pa r t-tim e en r olm en ts. Over a ll, th is
depicts a qu ite differ en t in stitu tion a l policy
decision m odel. Th e essen tia l differ en ce lies
in th e “dir ection a l fl ow ” of th e pr ocess itself,
a n d th er efor e in th e type a n d qu a lity of
k n ow ledge on wh ich decision s a r e ba sed.
Most im por ta n tly, h ow in stitu tion s ch oose to
u se r eleva n t k n ow ledge on stu den ts a n d
pr ogr a m m es ca n a ffect policy ch a n ge a n d
im pr ove edu ca tion a l pr a ctice.
References
Associa tion of Un iver sities a n d Colle ges of
Ca n a da (1996), T ren d s 1996: T h e Ca n a d ia n
Un iv ersity in Profi le, Au th or, Ottaw a .
Bou r n er, T., Reyn olds, A., Ha m ed, M. a n d Ba r n ett,
R. (1991), Pa r t-tim e S tu d en ts a n d T h eir Ex per ien ce of High er Ed u ca tion , SRHE a n d Open
Un iver sity P r ess, Bu ck in gh a m .
Br oom fi eld, C. (1993 ), “Th e im por ta n ce of m a tu r e,
pa r t-tim e stu den ts to h igh er edu ca tion in
th e UK”, High er Ed u ca tion , Vol. 25, pp. 189-205.
Devlin , L. (1989), “P a r t-tim e stu den ts: a closer
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Rick wood, P. (1995), “Oth er s lik e u s? – A stu dy of
pa r t-tim e de gr ee pr ovision ou tside th e Open
Un iver sity”, Open L ea r n in g, Vol. 10 N o. 3,
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Sm ith , D.M. a n d Sa u n der s, M.R. (1988), “P a r t-tim e
h igh er edu ca tion : pr ospects a n d pr a ctices”,
High er Ed u ca tion R eview , Vol. 20 N o. 3,
pp. 7-22.
Th om pson , G. a n d Devlin , L. (1992), “Access by
pa r t-tim e stu den ts: a qu estion of open n ess in
Ca n a dia n u n iver sities”, Ca n a d ia n J ou r n a l of
High er Ed u ca tion , Vol. 22 N o. 3, pp. 57-75.
Tigh t, M. (1991), “P a r t-tim e h igh er edu ca tion in
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