Reflections on the part time learning experience of
mature students at the University of Glamorgan
Charlotte Freeman
University of Glamorgan
Session Agenda
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The research project – why was the study conducted?
Aims and objectives of the project
Context
Definitions and characteristics of mature and part time
students
Methodology and limitations
Research outcomes: the learning experience
Reflections: two years on
Research Project - Background
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Final year research project on Management and Business
Scheme
Similar concerns and anxieties between mature, part time
students
Experience not conducive to part time study
Did the scheme meet the needs of the mature, part time
students?
Aims and Objectives of the Project
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To identify student views on their experience of studying as
mature part time students on the Management and Business
Scheme
To identify the current student experience offered to mature
part time students on the Management and Business scheme
To identify evidence from a range of sources which highlight
the needs of mature part time students
To provide recommendations based on the findings of the
above
Context
One Wales’ Document (2007)
“resolved to develop an FE & HE education system which
offers a broad range of learning opportunities, which is
responsive to the needs of the students and employers”
(One Wales, 2007:24)
 Reaching Higher – Strategy for HE Sector in Wales (2002)
 Rees Report (2005)
 Graham Report (2006)
 Skills and Employment Action plans (2005)
 The Learning Country:Vision into Action (2006)
What is the impact on the student experience of mature,
part time learners?
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Definitions: Mature Students
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“A student that is aged 21 or over at the start of the
course”
(Universities and College Admissions Service, n.d)
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“Someone who is over (or well over!) 21, when
becoming a student”
(University of Glamorgan, n.d)
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Non traditional students (Heery, 1996) or adult
learners (Kasworm, et al, 2002) aged 25 and over
Definitions: Part Time Student / Studies
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“Students formally designated by their institutions as part-time
can be studying at the same volume as a full-time student, or at
an even higher volume”.
(Graham Review, 2005)
“Part-time awards often follow the same pattern (as full time
awards) although the students’ pace of study is less, with fewer
modules taken in any one year- approximately 60 credits”
(University of Glamorgan, 2007)
Students studying 100 credits or less per academic year
(Higher Education Funding Council for Wales, HEFCW)
Characteristics of Mature Part Time
Students
“Adult students do not have one common set of
characteristics” (Kasworm et al, 2002:3)
 “Adults can lack confidence in themselves as learners as well
as under-estimating their powers and potential”
(Daines et al, 2006:11)
 Some common characteristics:
 Anxiety
 Linked to memories of school
 Fear of failure
 Conflicting priorities
 Family responsibilities
 Full time occupations
Daines et al (2006); Rogers (1989, 2001); Kasworm et al (2002)
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Methodology
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Purposive sampling (Saunders et al, 2007)
Questionnaires issued to all part time students on the
Management and Business Scheme:
 90% completion rate
Questionnaires addressed:
 Induction
 Student support
 Learning experience
Why questionnaires?
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Ability for quantitative and qualitative analysis
Access to the respondents enabled:
 Excellent return rates
 Immediate response times
 Other options
 Focus groups
 Interviews
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Time implications!
Limitations
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Time constraints
 Specific milestones / deadlines
 Presentation preparation
Close involvement in the scheme
Research Outcomes: The Learning Experience
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Focused on 3 key areas:
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Student Induction
Student Support Services
Learning Experience
Supporting / secondary evidence
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Management and Business Scheme Questionnaires (as part of
Quinquennial Review process)
Literature Review
Learning Experience
“Teaching, curriculum and assessment are central to the student
learning experience and to effective learning outcomes”
(Higher Education Academy, 2008)
“Every learning experience should be positive, productive and
an adult experience”
(Daines et al, 2006:14)
Timetable
80%
70%
60%
50%
40%
30%
20%
10%
0%
No
Yes
No answer
Were there a number of subject options available?
100%
Response %
Responses %
Was appropriate / sufficient information provided on
module choice prior to option selection?
80%
60%
40%
20%
0%
Yes
No
Timetable cont’d
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Secondary data from scheme questionnaires (full and part time
students)
 77% agreed / strongly agreed that the timetable was
flexible enough for their needs
 However:
 “Clear disagreement in this section from part-time
students”
 “Comments from this group were mostly to do with the
range of optional modules available on the part-time
programme”
(Management and Business Scheme, analysis of QQR questionnaires)
Technology
Do you feel that there is continuity across the
modules in relation to the use of Blackboard?
8%
Yes
No
42%
No answer
50%
Appropriate use of Blackboard
on the Scheme
2 1
Strongly agree
2
Agree
42
No opinion
Disagree
52
No answer
Technology cont’d
Qualitative comments included:
Secondary data
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“course updates, information and downloadable course materials,
access to journals/e-mail/etc with one password”
“good to have materials on Bb beforehand!”
“organisation of sites not consistent “
“Timeliness of updates - (announcements out of date or things
posted at last minute)”
Primary data
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“Not all modules on Blackboard – only some”
“Apart from (the use of the) drop box”
Why is it so important?
Timetable:
 “Adult learners are, motivated by wishing to acquire skill and
knowledge that they can use in immediate and practical ways”
(Rogers,1992:48 )
Technology
 “Students are overwhelming positive about the provision on
online course information to supplement traditional teaching”
(Sharpe et al, 2006:3)
Barriers to Participation
Timetable:
 “There are a number of barriers that can prevent someone
from ever becoming an adult student…inappropriate subjects,
unsympathetic timetabling…” (Daines et al, 2006:18)
 “potential lack of relevant and accessible academic programs
and convenient course scheduling” (Cross, 1981, as cited in
Kasworm et al 2002:35)
Technology:
 “Part-timers may not have unlimited time or access to
resources such as Broadband” (Swain, 2008)
 “Learners are frustrated by inconsistent use between staff and
students” (Sharpe, 2006)
Student Needs
Timetable:
 Timetable which offers subjects relevant to practical
experience and future career development
(Daines et al, 2006; Rogers, 1992)
Technology:
 (Benefit of) “ inclusive practices such as standardised
presentation…making resources available in good time”
(Sharpe, 2006)
Suggestions for Improvement
Timetable:
 Consideration of the occupational needs of the learners and
their preferred subject areas e.g. finance, ethics, marketing
 Enabling attendance at full time classes if this is realistic
alternative
Technology:
 “Standardised presentation (of online resources) …making
resources available in good time” (Sharpe, 2006)
 Consideration of time available to access online resources for
the mature part time student
Two years on…
Scheme Reflections – Two Years On
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Revamped induction process:
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Introduction and expectations
Optional module information and introduction to tutors
Technology induction sessions
Explanation of the support services available
Campus tour
Past students
Introduction to academic writing and referencing (with a
refresher session in year 2)
Scheme Reflections – Two Years On cont’d
Standardised Blackboard module template – across the
University
 Improved communication across the scheme using
Blackboard
However:
 Resource issues
 Student engagement
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Research Reflections: Impact of Project
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Informed Change Academy: Assessment for Learning
project
Provided student voice
Results supported by:
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National Student Survey
Internal Student Satisfaction Survey
Student Experience Questionnaire
Early Days and Study Health Check Questionnaires
Research Reflections: Personal Reflections
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Interest in research
Interest in the subject group
Increased awareness of learning and teaching issues
Summary
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Research project conducted by mature, part time
students
Reflecting on own experience and conducting research
into the experience of other students
Led to improvements in experience of those following
behind
Students as Stakeholders: taking an active part in your
own learning
Any questions?
Reflections on the part time learning experience of
mature students at the University of Glamorgan
Charlotte Freeman
University of Glamorgan