The Scottish Government have initiated a major reform of post-16 education with a stated aim of increased flexibility for learners, including more part-time provision. The Open University is the largest provider of part-time higher education (HE) in Scotland and evidence gathered from students who have studied in the college sector suggests that part-time learners value the flexibility of part-time study that allows them to repeat study at the same level or start at a lower level or change subject from previous study. This paper explores the policy changes being made and questions if this flexibility will be maintained for part-time learners in a climate of efficiency savings in HE provision? Will adequate opportunities be made available f...
The purpose of this paper was to investigate the nature of part-time student provision within DIT, u...
Businesses are backing learn-while-you-earn schemes and higher education experts are recommending im...
Abstract submitted to the Annual Learning and Teaching Conference 2009. Paper was delivered as a Pre...
The Scottish Funding Council’s (SFC) strategy for widening participation, Learning for All, first pu...
This research, undertaken by the Open University, set out to investigate the part-time student exper...
Increasing the numbers of individuals in higher education has been a central concern of Government i...
Part-time study in the UK is significant: nearly 40 per cent of higher education students study part...
The research examines the extent to which undergraduate level part-time higher education contributes...
Higher education institutions are working in times of change, including a changing student body, cha...
Higher education institutions are working in times of change, including a changing student body, cha...
Widening participation to higher education (HE) is central to the educational policies of countries ...
This paper approaches work and learning indirectly. It is part of a mixed method longitudinal study ...
A key priority of successive Scottish and UK governments has been to increase participation in highe...
Higher education (HE) in Scotland has some very specific characteristics: a relatively small number ...
This report is based on the findings of a follow-up survey conducted in 2010 of 261 UK domiciled par...
The purpose of this paper was to investigate the nature of part-time student provision within DIT, u...
Businesses are backing learn-while-you-earn schemes and higher education experts are recommending im...
Abstract submitted to the Annual Learning and Teaching Conference 2009. Paper was delivered as a Pre...
The Scottish Funding Council’s (SFC) strategy for widening participation, Learning for All, first pu...
This research, undertaken by the Open University, set out to investigate the part-time student exper...
Increasing the numbers of individuals in higher education has been a central concern of Government i...
Part-time study in the UK is significant: nearly 40 per cent of higher education students study part...
The research examines the extent to which undergraduate level part-time higher education contributes...
Higher education institutions are working in times of change, including a changing student body, cha...
Higher education institutions are working in times of change, including a changing student body, cha...
Widening participation to higher education (HE) is central to the educational policies of countries ...
This paper approaches work and learning indirectly. It is part of a mixed method longitudinal study ...
A key priority of successive Scottish and UK governments has been to increase participation in highe...
Higher education (HE) in Scotland has some very specific characteristics: a relatively small number ...
This report is based on the findings of a follow-up survey conducted in 2010 of 261 UK domiciled par...
The purpose of this paper was to investigate the nature of part-time student provision within DIT, u...
Businesses are backing learn-while-you-earn schemes and higher education experts are recommending im...
Abstract submitted to the Annual Learning and Teaching Conference 2009. Paper was delivered as a Pre...