The benefits of part‐time study

Linking London IAG Practitoner meeting

7 December 2012

Prof Claire CallenderBirkbeck & Institute of Education

University of Londonc.callender@bbk.ac.uk

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 2007/083,704 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 1

Source: 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 3

Source: 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

64

Changed 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%

52.7849.24

51

68.89

53.5

47

64.7

63.34

61

79.95

Graduates Final Year Year 3 Year 1

Source: 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