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Tam, Siu-ling Maureen. "Conditions limiting effective teaching in a sample of part-time teachers in continuing education : implications for college management /." Hong Kong : University of Hong Kong, 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18033623.
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Gayle, Vernon. "Students' personal funding strategies in higher education." Thesis, University of Sunderland, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298295.
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Berrios, Paulina A. "The academic life of part-time professors in Chile." Thesis, State University of New York at Albany, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3668405.
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<p> This dissertation examines the academic life of part-time professors at the five biggest universities in Chile. By examining part-timers' academic life, including both who the part-time professors are and what their academic work is, this study sheds light on the complexity and diversity of the part-time world. </p><p> Based on a qualitative methodology, this study looks at part-time professors' individual characteristics, job experiences, and aspirations for academic careers. It also looks at how part-time professors interact with structures in relation to the tasks and activities they perform in higher education. Data come from 70 interviews: 44 with part-time professors and 26 with university administrators including department chairs, ex-deans, provosts, and human resource directors. </p><p> This dissertation challenges the widespread view that part-time professors basically comprise one overarching entity. To be sure, the study also discovers significant commonalities, some encompassing all part-timers, others an extensive share but with exceptions. Chilean part-time professors share a teaching vocation and teaching is nearly the totality of what they do. Most of this teaching is classroom teaching. Only a few part-timers aspire to full-time academic careers. </p><p> Mostly, however, the study finds a part-time world that is diverse and complex. As it maps out dimensions of this diversity and complexity, the study discovers significant patterns within the wide-ranging terrain. Moreover, the study probes the logic of much of the variation. It develops a typology of part-time professors and their academic work. The typology first identifies the two major kinds of part-time professors: Higher Education Teachers (HET) and Outsider Professionals (OP). HET have their main work experience in higher education, OP chiefly outside higher education. Beyond that, the typology maps out multiple sub-types within each of these two major types. Exploration of the types and sub-types unearths much information about matters such as heterogeneous reasons to teach part-time and contrasting employment profiles. Even within teaching, always part-timers' main endeavor, the study finds variation on multiple activities such as evaluation of students and development of curriculum.</p>
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Wagoner, Richard Lee. "The contradictory faculty: Part-time faculty at community colleges." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/290089.
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Because of community colleges' diverse motivations for hiring part-time faculty, the multiple and at times conflicting missions of various two-year institutions, and the heterogeneity of part-timers themselves, contradictory descriptions of part-time faculty are found in the literature. This study sought to unify contradictory categorizations of part-time faculty in three specific areas: the general demographics of part-time faculty; the existence of a bifurcated or dual faculty labor market in community colleges; and satisfaction of part-time faculty. The study was a quantitative analysis of community college faculty data from both the 1993 and 1999 National Study of Postsecondary Faculty. Given the evidence that community colleges are increasingly globalized institutions, the study sought to discover if part-time faculty could be better conceptualized in terms of temporary labor in the New Economy. Therefore, two-year faculty were disaggregated into seven groups based on college mission and relative employment opportunities outside of academe. It is argued that a gulf exists for temporary labor in the New Economy. Some temporary labor is valued by the institutions that hire them because of the skill and expertise they bring. This group has numerous options outside of the employing institution to capitalize on their skills and expertise. On the other side of the gulf of temporary labor is the group that does not possess rare, highly-valued skills and abilities. These part-timers do not have numerous opportunities in multiple industries. This lack of employment options causes these part-timers to seek, sometimes desperately so, full-time, stable employment with the institution where they are employed. The findings from this study indicate that these two types of part-timers exist simultaneously on community college campuses and they can be distinguished by the disaggregation employed by this study. The study presented evidence that adds nuance to an understanding of part-time faculty in three areas: demographics, particularly in terms of gender and academic training; labor market conditions, including income, professional development opportunities, conceptions of institutional employment, and the status and sector of outside employment; and satisfaction with the demands and rewards of part-time employment.
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Esmond, Bill. "Identity formation among part-time Higher Education students in an English Further Education college." Thesis, University of Sheffield, 2011. http://etheses.whiterose.ac.uk/15001/.
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This thesis reports an empirical study of identity formation among part-time higher education students in a Further Education College in England. Higher education within colleges has attracted attention from policymakers, increasingly with regard to the part-time modes of study that have traditionally dominated this provision. Yet the perspectives, identities and voices of its students have been underreported in higher education research. Data was collected from a sample of part-time students through semi-structured interviews and analysed to examine their construction of identity. Participants described identity largely through accounts of their earlier nonparticipation, which in turn shaped their identity formation and their apprehension of the possibilities opened up by higher education. Their own 'adult' identities were compared to those of traditional and nontraditional 'others'. Participants also described their relationships with work organisations, along with the social and geographical constraints affecting their engagement with higher education and their aspirations beyond it. This thesis offers insights into the processes through which adults take part in and make sense of higher education in a further education setting, which have implications for the expansion, differentiation and stratification of higher education systems.
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Haper, Carole Morgan. "The part-time experience : professional women in a community college /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488199501406228.
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Kinchen, Nancy. "An Examination of Faculty Satisfaction at Two-Year Higher Education Institutions." ScholarWorks@UNO, 2010. http://scholarworks.uno.edu/td/1271.
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Part-time faculty members represent the majority of faculty at public two-year postsecondary institutions. Utilizing part-time faculty enables two-year institutions to control their instructional costs and maintain scheduling flexibility. However, part-time faculty are diverse in regards to their employment preference, some prefer part-time employment while others would prefer a full-time position. Since retaining and attracting qualified and experienced part-time faculty members is essential, it is imperative that their satisfaction be understood. This study uses the 2004 National Study of Postsecondary Faculty (NSOPF: 04) to study faculty satisfaction. Faculty was disaggregated according to employment preference into full-time, involuntary part-time, and voluntary part-time in order to study the structure of satisfaction for each group and the factors that influence the satisfaction for each group. The factors studied were perception of equity, partial inclusion, demographic differences and academic discipline. I found that the structure of faculty satisfaction and the influence of variables on faculty satisfaction differ among full-time, involuntary part-time, and voluntary part-time faculty.
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Jackson, Levi Julius. "A study of the effectiveness of occupational-technical full-time and part-time faculty /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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Tam, Siu-ling Maureen, and 譚小玲. "Conditions limiting effective teaching in a sample of part-time teachers in continuing education: implications for college management." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31955721.
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Brown, Sandra Kay. "Exploring Part-Time Teacher Professional Development and Best Practices on Adult Learners' Outcomes." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3590.
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The issue of limited part-time teacher professional development and its effect on adult learners' success at an adult education center in the northeast United States was addressed in this study. At the research site, almost 50% of the teaching staff are adjuncts. Professional development opportunities have been limited, with only 1 opportunity recorded during the 2014-2015 school year. When teachers are provided appropriate and relevant support for the curriculum and student needs, they realize their own craft growth, with measureable student achievement as a result. Knowles's adult learning theory served as the conceptual framework and provided structure for exploring and understanding nontraditional students. Using a qualitative exploratory case study design, the research questions focused on part-time teachers' perception of professional development on their teaching and instructional practice. Purposeful sampling was used to select 8 adjuncts to participate in semistructured interviews. Data analysis involved an inductive study of coded data retrieved and explored 5 themes: barriers to delivering an excellent teaching plan, teacher knowledge of student needs, administrative concerns, sense of community, and professional development needs. Themes were examined to develop a 3-day adult education training program. Implications for positive social change at the local level include information for educational administrators to design and promote appropriate and relevant professional development opportunities for adjuncts. This advancement of ongoing professional development could improve teaching and learning for adjuncts that may result in their craft improvement, positively impacting their nontraditional students.
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Brown, Pearley Leroy III. "A Comparison of Burnout Rates between Part-Time and Full-Time Postsecondary Educators at a Community College." Marietta College / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1239389945.
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Fitzgerald, Eileen. "Concepts of success for mature students who study English : a case study." Thesis, University of Southampton, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.243140.
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Carnwell, Roselyn June. "Approaches to study in part-time distance education in higher education : a case study of community nurses." Thesis, University of Wolverhampton, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.263330.
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Scafide, Kyle. "Part-time University Faculty Members: The Relationship between Environment and Satisfaction." ScholarWorks@UNO, 2005. http://scholarworks.uno.edu/td/273.
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The purpose of this study was to explore the relationship between the environment and the satisfaction of certain part-time university faculty members. A web-based, confidential questionnaire was made available to voluntary participants. The data collection occurred during the Fall semester of 2004. The survey provided data from 10 Louisiana universities in the top four Carnegies categories of Doctoral Extensive, Doctoral Intensive, and Masters I and II universities. Though a total of 610 faculty members participated in this study, the final sample included 542 participants. The research questions of this study focused on job status (part-time or full-time) and academic discipline (liberal arts or business). These were the two major categories from which participants were solicited and into which the participating faculty members were divided. The research utilized Benjamin's (1998) categorization on what he considered to be two "umbrella" groups of faculty members: liberal artsrelated disciplines and vocationally-related disciplines. This latter cluster was represented in this study by colleges of business, which fit into that category. The study also used Linda Hagedorn's (2000) conceptual framework, which contends that certain motivators, hygienes, triggers, and environmental factors have a significant relationship to faculty satisfaction. Her framework is based in large part upon Herzberg's (1959) work, which developed the concept of motivators and hygienes as significant predictors of worker satisfaction. Hagedorn's conceptual framework was modified to address certain environmental conditions that are unique to part-time faculty members. The regression models for both full-time and part-time faculty are highly significant (p = .001) and account for 52.6% of the variance in the full-time population and 64.6% for the parttimers. Six variables indicated significant differences between full-time faculty and part-time faculty, five at the .001 level. Four variables indicated significant differences between liberal arts and business faculty: climate of the university (p <.01), climate of the college (p < .05), climate within the department (p <.05), and overall satisfaction between Benjamin’s (1998) categories.
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Scarbrough, Connie McClung. "Perceptions of benefits/problems of part-time employment on the job performance of secondary teachers of agricultural education." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=1944.
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Thesis (M.S.)--West Virginia University, 2001.<br>Title from document title page. Document formatted into pages; contains ix, 76 p. Vita. Includes abstract. Includes bibliographical references (p. 51-53).
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Jackson, Linda Anne. "A study of part time undergraduate students in two Greater Manchester universities." Thesis, University of Huddersfield, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274242.
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This study examines part-time undergraduate students in the areas of health and business, at the University of Salford and Manchester Metropolitan University. The literature review examines the history of part-time education, the factors that influence the decision to study in higher education, the issues affecting widening participation and an analysis of the infonnation available to prospective students. The literature review gave rise to a number of issues that were examined in the survey. The research methodology employed: A survey Interviews The sample selected was surveyed using a questionnaire. These were conducted with senior members of staff at the two universities involved to detennine why they had adopted their chosen approach to part-time study and to validate the sample analysis. The study concludes that: The sample reflected the national picture in that the areas of study were vocationally based, respondents were employed in non-manual occupations and had a wide range of entry qualifications. The sample differs from the national picture in the level of study, the preponderance of females in both subject areas and the fact that ethnic minority groups were not represented in significant numbers. There was evidence to show that respondents had undertaken part-time study previously although the vast majority were first generation higher education students. Overall students agreed that the most important reason for selecting their course was its practical relevance followed by the actual course content. Broadening of their experience by study was considered a positive aspect. Both employers and work colleagues were influential when selecting a course and health students were particularly directed by their employers. The price of the course was the least important factor when making a selection. The main reason for studying was to assist students with their present job although there was evidence that business students were more likely to be looking at career advancement rather than retaining their current positions. Health students are more likely to remain with the sam~ employers for longer. Both subject areas agreed that the most important factors related to course provision was contact with other students and face to face contact with tutors. Respondents were of the view that they had been influenced by their school as to whether or not to progress into FEIHE and a significant proportion felt that they had not been encouraged to do so. Analysis of part-time and fuII-time applications in the area surrounding the two universities showed that the full-time "cold spots" are generaIIy reflected by part-time study. The geodemographic data for the universities indicated that greater. proportions of group 3 and 4 students (lower income groups) are mature or part-time. . Neither university had a part-time strategy although there is some evidence that both are reacting to demands from students and employers but the part-time provision is not weII co-ordinated at a central level. The study resulted in a number of recommendations to the institutions involved to help improve their provision of part-time higher education.
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Robinson, Lyn. "Just a phase in life? : school students and part-time work /." Connect to thesis, 2001. http://eprints.unimelb.edu.au/archive/00000236.
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Bircher, Lisa S. "PART-TIME DOCTORAL STUDENT SOCIALIZATION THROUGH PEER MENTORSHIP." Kent State University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=kent1351091479.
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Thomas, Kate. "Dimensions of belonging : rethinking retention for mature part-time undergraduates in English higher education." Thesis, Birkbeck (University of London), 2016. http://bbktheses.da.ulcc.ac.uk/192/.
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This thesis critiques and re-imagines a dominant narrative of contemporary English higher education: that belonging is critical to student retention and success (Thomas 2012). It does so through a qualitative multiple case study of four English higher education institutions, and in relation to mature part-time undergraduates, peripherally positioned in the sector. Institution-centric definitions and measurements of retention are incompatible with the complex lives of a diverse part-time student cohort, as are uniform concepts of belonging which rely on a common understanding of what belonging is (Mee and Wright 2009), and which are modelled on a ‘typical’ young, full-time undergraduate. Drawing on spatial, psychosocial and psychogeographical ideas, the thesis maps a wider and more nuanced territory of retention and belonging in English higher education, rethinking retention and belonging as contested and dimensional. Belonging in higher education is theorised through concepts of space and power, and within the framework of a borderland analysis (Abes, 2009) which thrives on complexity, and which values both synergies and productive tensions in the interdisciplinary spaces between distinct theoretical approaches. Bourdieu’s ‘thinking tools’: habitus, capital and field; Brah’s concepts of diaspora and diaspora space and Massey’s spatial concepts are combined to conceptualise each case study institution as a site of power and knowledge in which dominant identities are constructed and construct ‘the other, resulting in different experiences of belonging in the space of HE. Bespoke research methods enable the researcher to practise spatiality in a highly active manner (Massey, 2005) and the findings disrupt the dominant narrative of belonging and retention, emphasising instead a rich territory of the in between: of persistence and shared ownership, and of belonging for mature part-time undergraduates as a complex, negotiated process in the contested space of higher education.
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Martindill, William Bayer. "Finding the cost of freedom academic freedom discourse as it pertains to the part-time instructor in higher education /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2008. http://hdl.handle.net/10355/5503.
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Thesis (Ph. D.)--University of Missouri-Columbia, 2008.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on June 9, 2009) Vita. Includes bibliographical references.
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Giordano, Christopher M. "Constructing Pedagogical Approaches Among Part-Time Community College Faculty Members: A Grounded Theory Research Study." University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1404515478.
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Forrest, Thomas Ward. "Part-time music faculty in selected senior institutions of higher education in the Commonwealth of Virginia." W&M ScholarWorks, 1994. https://scholarworks.wm.edu/etd/1539618647.
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The purpose of this study was to investigate part-time music faculty in higher education in Virginia. Part-timers are a significant part of music programs in Virginia where they make up fifty-three percent of the music faculty and outnumber the music full-timers. The results of this study suggest that perhaps the discipline of music may use more part-timers than any other discipline.;While the body of literature on part-timers in general is small, scholars such as Howard P. Tuckman, Judith M. Gappa and David W. Leslie have begun significant research and reporting. The literature on part-time music faculty, however, is virtually non-existent, and this study was an attempt to add to the literature on part-timers in general, and to begin a body of knowledge on music part-timers.;The population for this study included department chairpersons and music part-timers from twelve of Virginia's senior institutions of higher education. Questionnaires were used to gather data from chairpersons and questionnaires and interviews were used to gather data from music part-timers.;The study presented findings in response to eight specific research questions dealing with music part-timers in Virginia as the following topics were researched: who they are; their employment profiles; how they fall into Gappa and Leslie's taxonomy; their level of satisfaction with their involvement; when and why they are employed, and what external forces affect their employment; how much of the teaching in Virginia's institutions they do; what courses they teach; how fiscal pressures affect their use; employment policies and practices; differences in their treatment based on the classification of institution in which they teach (Carnegie Typology); whether their teaching is viewed to be inferior to that done by their full-time colleagues; and differences between this study and the national study done by Gappa and Leslie in 1990-91.;The study led to implications for change in such areas as: (1) better communication with administrators--especially with the chairpersons, (2) a breakdown of the barriers between part-timers and full-timers, (3) more equitable salaries, (4) benefits available--especially health insurance, (5) inclusion of part-timers in institutional and departmental governance, (6) job security, (7) adequate orientation programs, (8) consistent monitoring and evaluation, (9) appointments made with careful consideration as early as possible through written contracts, and (10) adequate support services and development opportunities.
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Visser, Joy-Anne. "Challenges and support needs of mature postgraduate part-time students at a higher education institution." Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/18044.
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Thesis (MEdPsych)--Stellenbosch University, 2011.<br>ENGLISH ABSTRACT: The researcher wished to ascertain what challenges mature, part-time, postgraduate Masters students faced. The research project focussed on the challenges faced by mature, part-time, postgraduate Masters students, in particular those challenges concerning their higher education institution. The interview schedule questions were based on the main challenging domains as revealed in the literature review. The researcher also gave the students the opportunity to voice any other challenges/support that was not covered in the interview schedule. The interview schedule was used at the face-to-face interviews and e-mailed to students that were unable to have interviews.
The researcher used Qualitative Research Design so she could elicit verbal/written, descriptive accounts of students' experiences of challenges and support at their higher education institution.
The focus points allowed the researcher to gather much information with regard to the support the students got in the challenging domains namely; Home, Family, Work, Colleagues, Social, Financial, Institution and any Other Challenges/Support. The mature, part-time, postgraduate Masters students felt they needed more support in various areas as well as from their institution of higher education.
The researcher's aim is to bring the challenging domains and findings to the attention of those concerned with student support and recommend some support measures that could be adopted. Further research topics were also put forward.<br>AFRIKAANSE OPSOMMING: Dit was die navorser se wens om te bepaal watter uitdagings volwasse, deeltydse, nagraadse Meestersgraad studente in die gesig staar. Die navorsingsprojek het gefokus op die uitdagings wat ondervind word deur volwasse, deeltydse, nagraadse Meestersgraad studente veral uitdagings aangaande hoër opvoedkundige instellings. Die onderhoud skedule vrae is gebaseer op die hoof uitdagende areas soos getoon in die Literatuur Oorsig. Die navorser het ook die studente 'n geleentheid gegee om enige ander uitdagings of vorme van ondersteuning te noem wat nie in die onderhoud skedule gedek is nie. Die onderhoud skedule is gebruik in persoonlike onderhoude wat ook ge-epos is aan studente wat nie die onderhoude kon bywoon nie.
Daar is gebruik gemaak van Kwalitatiewe Navorsing sodat die navorser die nodige verbale/geskrewe, beskrywings van die studente se ervarings, uitdagings en ondersteuning by die hoër opvoedkundige instellings kon bestudeer.
Die fokuspunte het die navorser toegelaat om baie informasie met betrekking tot die ondersteuning wat studente gekry het in uitdagende areas bv. Huis, Familie, Werk, Kollegas, Sosiale, Finansiële, Instelling en enige ander uitdagings/ondersteuning te verkry. Die volwasse, deeltydse, nagraadse Meestergraad studente het gevoel dat hul meer ondersteuning benodig in verskeie areas sowel as van hul hoër opvoedkundige instelling.
Die navorser se doel is om uitdagende areas en bevindings onder die aandag van diegene betrokke in die ondersteuning van studente te bring, en sommige meganismes wat as ondersteuning kan bied aan te beveel. Verdere navorsingsonderwerpe is ook na vore gebring.
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Fox, Stephen. "Self knowledge and personal change : the reported experience of managers in part time management education." Thesis, University of Manchester, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.633249.
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MBA type programmes have grown apace in the U.K. since the 1960s. As demand for full-time MBA courses begins to level off, part-time executive masters courses are the fastest growing form of masters programme in business schools. The participants on such courses are in both worlds of academia and business and might be thought to bridge the gap between both these worlds, which are often said to be too far apart. The purpose of this thesis is to report the experience of part-time management education at masters level from the manager-learners' point of view. Longitudinal field research was carried out over a two year period with a group of part-time MBA students. While they were concerned to learn accountancy, marketing, finance, strategy, organisational behaviour, statistics and more, the researcher was concerned to learn how they socially constructed this learning experience. The perspectives of symbolic interactionism end ethnomethodology inform the analysis which examines member's interactional practices for managing to survive the course. Part I outlines the history of management education and development in the U.K. focussing upon the debate Over the MBA qualification. It also reviews some of the work in the fields of educational research, evaluation research and the sociology of education, which indicates the need for basic ethnographic research in the field of management education. Part II discusses the methodology and perspective of the field research including the researcher's autobiographical reasons for adopting the approach used. Part III contains the substantive chapters which describe and analyses the part-timers' experience of the programme. The first two chapters in this section broadly set the scene, aspects of which are examined in closer detail in subsequent chapters. Throughout, the perspectives of symbolic interactionism and athnomethodology are drawn upon for the purpose of enriching the insights into and analysis of the manager-learners' experience. Part IV concludes by discussing some of the methodological issues arising from the field research - from the practical to the perspectival - and some of the substantive issues concerning the members' social constitution of everyday life on the course. It is contended that educational research in the area of management education and' development has not been sufficiently concerned with understanding the experience and point of view of management-learners undergoing management education. The present thesis advocates ethnography as a suitable method for elucidating manager-learners' experience of, in this case, part-time masters level management education. See'
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Jackson, Joanna Margaret. "The lived experience of part-time in-service physiotherapy students in their final year." Thesis, University of East Anglia, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273535.
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Franklin, Joseph W. "The Attributes, Teaching Effectiveness, and Educational Commitment of Part-time Faculty in North Carolina Community Colleges." Digital Commons @ East Tennessee State University, 1994. https://dc.etsu.edu/etd/2678.
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This study evaluated the attributes, teaching effectiveness and educational commitment of part-time faculty in enrollment-funded community colleges. The Student Instructional Rating instrument was used to measure student perceptions of instructors in the community college. Twenty four community colleges were randomly selected from North Carolina. Within each college, four full-time and four part-time faculty were randomly selected to participate in the study. Attributes of part-time faculty were compared to attributes of full-time faculty. Teaching effectiveness was assessed from dimensions on the Student Instructional Rating instrument. Various dimensions on the SIR including Faculty/Student Interaction, Overall Quality of the Course, Course Difficulty, and Lectures were used to evaluate instructional effectiveness. A regression model was used to evaluate the attributes of teaching effectiveness for both full-time and part-time faculty and the slopes of regression coefficients were evaluated to determine how effective part-time instruction differed from effective full-time instruction. Part-time faculty were perceived as effective when compared to their full-time counterpart on the dimensions of Faculty/Student Interaction. Other demographic attributes of part-time faculty were evaluated with no significant difference between full-time and part-time faculty. However, full-time faculty were perceived more effective on Overall Quality of the Course, Lectures, Textbooks, and Reading Assignments. Part-time faculty commitment to non-instructional tasks was assessed and the implications for teaching effectiveness were examined. This study also discussed the shift in instructional workloads from part-time to full-time faculty as the number of part-time faculty increase.
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Palmer, Scott MacKeen. "Critical Thinking Dispositions of Part-Time Faculty Members Teaching at the College Level." Ohio University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1194563509.
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Chesterman, G. A. "Changes in the self-perception and status of mature students on a part-time theological course." Thesis, University of Nottingham, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.235698.
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Hinz, Derik Michael. "The Effects of Part-Time Faculty on First Semester Freshmen Retention: A Predictive Model Using Logistic Regression." NCSU, 2005. http://www.lib.ncsu.edu/theses/available/etd-05192005-001811/.
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This study used data from five years of first-semester entering freshmen cohorts (1999-2003) from North Carolina State University to assess the effects of exposure to part-time faculty upon student retention. A logistic regression model containing high school gpa, total first year hours attempted, gender, SAT verbal score, SAT math score, and percent faculty exposure was found to be a significant (p<.0001) predictor of second year retention. While the percentage to which first-year students were exposed to part-time faculty instruction was significant (p<0.0253) in predicting retention, it had no real impact upon the odds ratio (0.996) of being retained.
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Chu, Fidelis Ewe. "Developing first year part-time students academic competencies in an academic literacy module." Thesis, University of Western Cape, 2010. http://hdl.handle.net/11394/8494.
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Magister Artium - MA<br>The transition from high school to university for many students all over the world has never been
very easy and this is also true in the South African context. At the University of the Western Cape
the majority of students, particularly part-time students, come from previously disadvantaged
institutions of learning. This problem is exacerbated by the fact that most tertiary institutions in
South Africa, including The University of the Western Cape, use English as the official language of
instruction even though more than three quarters of students entering into institutions of higher
learning in South Africa are second or even third language English speakers who do not have the
language competence level required in the medium of instruction to successfully negotiate
academic curricula.
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Faulkner, Susan Lynch. "An analysis of the in-service education needs to develop instructional skills of part-time business faculty." Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/37403.
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The purpose of this study was to describe the in-service education needs for developing instructional skills of part-time business faculty. The population included part-time business faculty teaching credit courses at 24 community college campuses in Virginia, North Carolina, South Carolina, Georgia, and Florida during fall 1988.
A total of 138 (63.9%) respondents returned a 62-item questionnaire. The average age of the respondents was 44.7 years, and 59.2% had a master's degree or higher. The average number of years of full-time teaching experience was 1.6 years, and the average number of years of part-time teaching experience was 5.5 years.
Respondents were classified according to Tuckman's Taxonomy of part-time faculty_ Sufficient numbers of respondents could be placed only in three of the seven classifications for analysis purposes.
In-service education needs were analyzed within the three classifications of part-time business faculty for the six categories of instructional skills. Respondents in all three classifications expressed a need for 2 of the 57 instructional skills in the top 10 ranking of statements. When analyzing the differences within the three classifications, one significant F-value of 5.11 with a probability of significance at .0001 resulted for the full-mooners. They had a statistically significant higher need for instructional skills in the Miscellaneous and Students categories but no practically different needs.
In addition, significant relationships between characteristics of the respondents and the need for instructional skills in categories were found. First, the lower the level of education, the more the respondents had a need for in-service education for skills in the Planning to Teach category. Second, the lower the age, the more the respondents had a need for in-service education for skills in the Planning to Teach category. Third, the lower the age, the more the respondents had a need for in-service education for skills in the Miscellaneous category. Outcomes from these analyses revealed statistically different but not practically different needs.
Those planning in-service education for part-time business faculty should offer activities found among the top 10 ranked instructional skill statements for each classification. In-service education activities should not be based on instructional skill categories or part-time business faculty characteristics of educational level, years of full-time and part-time teaching experience, or age.<br>Ph. D.
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Reimer, Denise M. "The effect of workload formulas to measure part-time faculty work in response to the Patient Protection and Affordable Care Act." Thesis, Edgewood College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3705734.
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<p> The Patient Protection and Affordable Care Act (PPACA, ACA) stipulates a full-time employee, defined as one who works an average at least 30 hours per week, merits a prescribed set of insurance benefits. Higher education institutions must determine whether a part-time employee meets the ACA definition of a full-time employee by calculating the average weekly working hours. Although challenges exist when defining and measuring academic instructional work, the purpose of this quantitative study was to examine the effect of various workload formulas as a means to measure the average weekly working hours of part-time faculty and to compare the results to the ACA definition of a full-time employee. The results, grounded in the Parametric Estimating Model framework, indicated that if the ACA was in effect in FY2013 several part-time faculty members met the ACA definition of full-time employee at one institution when utilizing workload formulas as a means to measure instructional work. The three common salient characteristics of these part-time faculty members include that they were either potentially loaded greater than 50% of a full-time faculty workload, reported excessive hourly-compensated work, or worked during the summer term. An organization risks the potential financial penalty of $2,000 annually for each full-time employee employed when an ACA defined full-time employee is not offered healthcare benefits. Therefore, the study recommends that the organization create methods to control and monitor hourly work and course assignments particularly of those offered in the summer term in order to avoid the risk of the ACA penalty or alternatively, provide access to healthcare coverage that meets the ACA requirements to its part-time employees. Part-time employees, including part-time faculty play a critical and important role for institutions of higher education.</p>
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Dawkins, Yvonne. "Enhancing the teaching quality of part-time faculty in a Jamaican adult education institution : (with a focus on continuing professional development)." Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/12080/.
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Typically, adult educators in Jamaica are part-time employees who are either trained in pedagogy or are employed because of their advanced training or skills in a particular discipline. As adult education in Jamaica and the Caribbean undergoes change, policy focus has concentrated on identifying the discipline with lifelong learning rather than adult literacy. Although the importance of the role of adult educators to the change process is acknowledged, the changes in adult education are not yet focussed on the role of the adult educator and equipping the adult educator to function in this dynamic environment. This study of an adult education institution in Jamaica aims to explore the perceptions of stakeholders, teachers, students and administrators, on how adult education is viewed, the role of part-time faculty in adult education, the quality of teaching they offer and measures to enhance teaching quality in this institution and others like it. I argue that the equipping of adult educators is important for successful adult education, part-time faculty who make up the significant majority of the cohort of adult educators deserve special attention and that Continuing Professional Development is a useful tool that serves the interest of equipping both individual teachers and institutions. Data was collected and analysed by means of a qualitative methodology utilising interviews, focus groups and qualitative questionnaires in two centres of the case institution. The study finds that teachers are crucial to successful adult education. Because of the ambivalence of adult learners and their needs for emotional as well as cognitive support, the onus is on teachers to provide learning environments in which adult learners can make best use of a learning opportunity. Many teachers, however, do not have specialist training for this task. Part-time faculty in the study want professional development although they do not think traditional methods of professional development suit their circumstances. They do have clear ideas of the kind of CPD support that they think will meet their needs. The study suggests guidelines for developing a model of CPD that is suitable for part-time faculty in adult education.
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James, Fiona. "An exploration of grounded theory with reference to self and identity of part-time, mature learners in higher education." Thesis, University of Hull, 2013. http://hydra.hull.ac.uk/resources/hull:7163.
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This study explores ‘Constructivist’ Grounded Theory, a methodology advanced by Charmaz (2006) to serve as a redevelopment of Glaser and Strauss’ original version. The study’s focus is a group of mature learners on a part-time Higher Education programme in relation to ‘self’ and ‘identity’. Data from thirteen in-depth interviews are analysed, enabling the construction of a data-driven ‘Grounded Theorisation’. Commensurate with the methodology, no extant theoretical framework is applied to this analysis. The findings from the ‘Grounded Theorisation’ were that while participants encounter varying tensions relating to the accomplishment of their own particular goals, a unifying principle is ‘operating within constraints’. Expressions of how they manage the difficulties presented in these constraining circumstances are interlaced with particular ‘selves’. On an individual level, participants confront the various pressures they experience with ‘selves’ that coincide with their coping strategies. A self that resists a sense of being ‘channelled’ by the demands of the course may take precedence. Other presentations of self include one resigned to taking a patient stance as an explorer in an undulating journey. A further analytic concept developed concerns ‘containing’. This may involve monitoring the impact of studying upon one’s life; alternatively, ‘containing’ may pertain to a personal resolve to block out external impediments and remain on track. When the literature was consulted, the Grounded Theorisation resonated with the extant concepts: ‘identity work’ and ‘framing’ of self. ‘Identity work’ entails thinking of self as resistant, submitting only reluctantly. Further, to be ‘bloody minded’ and resist, rather than circumvent obstacles, might represent a student’s sense-making and their efforts to maintain a feeling of integrity amidst turbulence. Finally, participants’ collective commitment to clearing hurdles is glimpsed via particular constructs and shared phrases: participants ‘frame’, or ‘make sense of’ themselves and their actions with respect to navigating obstacles presented by the course.
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Miller, Deretha Sharon. "The impact of the preponderance of part-time faculty on the mission of the community college." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185801.
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Increasing demand coupled with declining resources make it impossible for community colleges to realize their comprehensive mission without employing part-time faculty. This study examined the impact of the part-time faculty upon the mission of the community college by interviewing board members, administrators, national experts, and by surveying full-time and part-time faculty. Empirical data were gathered regarding load and student credit hours generated in each mission function by part-time and full-time faculty. Financial allocations associated with salary were reviewed. Responses from those interviewed were determined to be imbedded in four themes: position within the organization, the concept of "appropriateness," mission support activities other than teaching, and the personal goals of faculty. Experts, board members and administrators indicated that the use of part-time faculty was more acceptable in some mission functions than in others. They endorsed the use of part-timers in the community/continuing education and occupational/career functions but they had strong reservations about their use in the transfer function. They indicated that while part-timers had limited impact on the counseling/guidance function they had strong impact on the remedial/developmental, occupational/career, and community/ continuing education functions. Intergroup faculty responses were more divergent. For all mission functions, the full-timers indicated that part-timers had less impact than part-timers indicated for themselves. Based on direct instruction, the empirical data evidenced that the impact of part-time faculty varied with the mission function. Ranked from least to greatest part-time faculty impact, the mission functions were: counseling/guidance; community-continuing education; general education; academic transfer; occupational/career; and, most heavily impacted, remedial/developmental. Financial data affirmed that the use of part-time faculty had saved millions of dollars and that it costs two-and-one-half times as much for a full-timer to generate one credit hour of instruction as it does for a part-timer. Full-time and part-time faculty did not differ greatly in their goals for teaching students. However, full-timers placed higher intrinsic value on participation in collegial activities than did part-timers.
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Largan, Claire Elizabeth. "From Foundation degree to Bachelor degree : exploring the identity construction of part-time women students within one vocationally focused higher education institution." Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/6550/.
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This thesis explores the experiences of women who study on a part-time Foundation degree and transition on to part-time Bachelor level study. Using Foucault’s construct of governmentality, it investigates how external and internal forms of power through discourse influence the development of academic and personal identities. Data collection involved a questionnaire given to all internally progressing students followed by two stages of in-depth interviews involving five women. The first interview involved the use of images to support the creation of narratives. The second interview reviewed these narratives and considered transitional experiences. Finally, two focus groups held one year apart offered collective transitional accounts. What emerged were ways in which the women in this study responded to personal and relational forms of power through discourse. Resilience was revealed as a personal form of resistance to power that when linked to motives for study, interdependent learning and the internal progression the women experienced on to the Bachelor degree underpinned the development of strong academic and personal identities. These identities meant the women in this study considered themselves as personally and academically transformed through their experiences of studying on the Foundation degree and their subsequent transition on to Bachelor level study.
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Brits, Lorena. "The perceived motivational impact of voice-over-powerpoint™ on part-time adult learners' in a distance learning environment." Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60523.
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The primary purpose of this study was to determine whether external conditions, in the form of an e-learning tool, impact the learning motivation of adult learners in a distance education environment. This study also tested the use of Voice-over-PowerPoint™ technology as a suitable medium to deliver motivational instruction as supplementary content to the course curriculum. This empirical study was conducted over a period of approximately two months on a sample of 57 adult learners who were enrolled for a distance education course for non-degree purposes at a tertiary education institution.
Quantitative research methods were applied and data was collected using two motivation measuring surveys: (1) The Course Interest Survey, and (2) The Instructional Materials Motivation Survey, which were both developed by Keller.
Motivational strategies were designed for the chosen educational technology, Voice-over-PowerPoint™ (VoP) videos, using Keller's Attention, Relevance, Confidence and Satisfaction (ARCS) model of motivation. These strategies were then delivered via the learner management system for learners to use at their convenience. This research suggests that overall, learner motivation can be affected by external conditions (VoP videos), and further supports the ARCS model. Furthermore, the use of VoP videos as a viable medium for delivering motivational strategies in a distance learning environment was validated.<br>Mini Dissertation (MCom)--University of Pretoria, 2016.<br>Taxation<br>MCom<br>Unrestricted
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Ruiz, Claudia A. "Job Satisfaction of Adjunct Faculty Who Teach Standardized Online Courses." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5770.
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The present study investigated the job satisfaction of 205 adjunct faculty teaching standardized online courses at a private university in the United States. The extent of the relationship between demographic, motivator, and hygiene factors associated with adjunct faculty job satisfaction were identified. Results from this study indicate that adjunct faculty value work recognition, technical and instructional technology support, and take pride in their teaching. Important faculty satisfaction predictors based on analyses of hierarchical regression models were motivator factors recognition, achievement, and work itself, and hygiene factors policy and administration and salary.
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McGillivary, Anne Isabel. "An exploration of the experience of part-time students within the Department of Continuing Education, University of Paisley." Thesis, University of Strathclyde, 2000. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=21628.
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There has been a rapid growth in the number of part-time students studying within the Department of Continuing Education at the University of Paisley. The University is committed to providing flexibly structured courses to provide opportunities to a wide and social representative constituency of adults. This research investigates how the University can meet the needs of the part-time student population by exploring their experiences. It focuses on four main areas: The trend in the profile of the part-time student population was analysed to gain an insight into the general characteristics of the student population; The enquiry experience of the individual - This analysis involves telephone interviews with individuals and considers the reasons why they choose to enrol or not; The initial experiences of new part time students at the University - Using a postal questionnaire students were asked about their initial experiences; The reasons why new students withdrew were investigated using a telephone survey. Because it involved action research where actions were taken based upon the results of the analysis the investigations were repeated the following academic year. This allowed for evaluation of the actions and further recommendations to enhance the part-time student experience. Evidence emerging from the research will facilitate improved recruitment strategies, support systems for part-time students and inform retention strategies for the part-time student population. Meeting the needs of the part-time student population is an institutional challenge. The Department of Continuing Education currently has over 2000 students enrolled and studying, during the day in the evening and at weekends. This research has reviewed the needs of such students by exploring their experience, making recommendations and taking action.
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Müller, Katja. "Warum lehren Dozenten nebenberuflich in der Erwachsenenbildung?" Master's thesis, Universität Potsdam, 2008. http://opus.kobv.de/ubp/volltexte/2008/2005/.
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Diese empirisch qualitative Studie lässt sich in die Professionalisierungsdiskussion in der Erwachsenenbildung einbetten. Vor dem Hintergrund lebenslangen Lernens und dem Wandel der Lernkultur wachsen die Ansprüche und Kompetenzanforderungen an die Lehrenden, ohne dass die Heterogenität des überwiegend nebenberuflich tätigen Personals ausreichend berücksichtigt wird. Um ein deutlicheres Bild von dieser Beschäftigungsgruppe zu erhalten, fokussiert diese Magisterarbeit mit einer Fallstudie die nebenberuflichen Dozenten in der Erwachsenenbildung. Zentrale Fragestellungen sind:
- Warum lehren Dozenten nebenberuflich an der Volkshochschule?
- In welchem Zusammenhang stehen Haupt- und Nebenberuf?
- In welcher Rolle sehen sich die Dozenten im Kursgeschehen?
Anhand problemzentrierter Interviews wurden zwei Einzelfallstudien mit anschließender Typenbildung durchgeführt. Die Rekonstruktion der Beweggründe und Bedeutungshorizonte der Dozenten für ihre Tätigkeit gelang mittels dem Forschungsverfahren der Grounded Theory nach Anselm Strauss und Juliet Corbin (1996). Hierbei wurden gegenstandsbegründet im induktiv-deduktiven Wechselspiel Kategorien identifiziert, ausdifferenziert und miteinander in Beziehung gesetzt. Am paradigmatischen Modell von Strauss/Corbin 1996 orientiert, ließen sich somit ein zentrales Phänomen, dessen Ursache, resultierende Handlungsstrategien, Konsequenzen und kontextuelle sowie intervenierende Bedingungen ausfindig machen. Erstaunlich ist bei der Gegenüberstellung der beiden Fälle die konsequente Verfolgung der jeweiligen Handlungslogik, die sich auch im professionellen Selbstverständnis der Dozenten niederschlägt.<br>This empirical qualitative study can be seen in the discussion about professionalization in the adult education. As a result of the Discourses Life Long Learning and the Change of Learning Culture claims for better competences at the teaching grew, without taking the heterogeneity of the predominantly part-time working personnel into adequate consideration. In order to receive a clearer picture of this employment group, this master work focuses the part-time working teachers in the adult education with a case study. Central questions are:
- Why do people work part-time as teachers in the field of adult education?
- What kind of connection exists between main occupation and part-time job?
- In which roll do the teachers see themselves in the course?
Using problem focussed interviews, two individual case studies with subsequent type development were carried out. The reconstruction of the teachers motives and meaning horizons for their part-time job was succeeded by the research method Grounded Theory from Anselm Strauss and Juliet Corbin (1996). Grounded on data categories were identified, were distinguished and related to each other. Geared to the action model by Strauss/Corbin 1996, a central phenomenon, its causation, resulting action strategies, consequences and context as well as intervening conditions were found. While contrasting both cases the consistent use of the respective action logics was amazing. It was even reflected in the professional self-concept of the teachers.
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Houghton, Ann-Marie. "The 'initial guidance learning project' : a framework for exploring the pre-entry informal learning of part time PhD learners." Thesis, Lancaster University, 2003. http://eprints.lancs.ac.uk/31216/.
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Sellers, Janet Gwendoline. "Constructing a working life : the career patterns of contemporary women part-time tutors and lecturers in adult and continuing education." Thesis, University of Kent, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.344146.
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Sandford, Brian. "A NATIONAL ASSESSMENT OF THE ACTIVITIES, PERCEIVED INSTRUCTIONAL NEEDS AND APPROPRIATE METHODS OF DELIVERING PROFESSIONAL DEVELOPMENT FOR PART-TIME TECHNICAL AND OCCUPATIONAL EDUCATION FACULTY IN THE COMMUNITY COLLEGES OF THE UNITED STATES." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1034605858.
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Hanaeus, Amanda, Jelena Filipovic, and Meagan Jonsson. "International Students Integration Into the City : A Case Study of Jönköping International Business School." Thesis, Internationella Handelshögskolan, Högskolan i Jönköping, IHH, Företagsekonomi, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-18975.
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The prevalence of internationalization in universities today is affecting the cities in which they are located. As the integration of international students adds to the ambiance and culture of a city, the authors argue that mutual participation of universities and communities will influence the development of a city. The aim of this thesis is therefore to explore the collaborations between the two, using Jönköping’s International Business School (JIBS) as a case study. In focusing our attention on international students and their part-time employment, we wish to gain a better understanding of the potential effects a university may have in enhancing a city. Research was conducted in an effort to obtain diverse views and uncover underlying themes that may exist between different stakeholders. Respondents from the following organizations were interviewed to clarify the different perceptions: The University Service’s Career Center, International and Recruitment Offices at JIBS, and Jönköping Municipality. It was found that networking between JIBS and Jönköping exists, but that the relationship appears to be complex as each party has different dimensions to consider, making true collaboration difficult. However, communication and cooperation could be useful in steering the direction of city development. The presence of international students is seen as influencing the culture, knowledge, and image of the city, but a true integration of these students is lacking. A further contribution through the inclusion of international students in part-time employment is believed to be beneficial to both the city and students, but barriers such as language make this a difficult task. An alliance between JIBS and Jönköping is therefore encouraged, as their combined efforts are crucial in solving these types of issues. We claim that the integration of international students through the creation of part-time jobs or internships demonstrates one way JIBS contributes to the city. The prevalence of internationalization in universities today is affecting the cities in which they are located. As the integration of international students adds to the ambiance and culture of a city, the authors argue that mutual participation of universities and communities will influence the development of a city. The aim of this thesis is therefore to explore the collaborations between the two, using Jönköping’s International Business School (JIBS) as a case study. In focusing our attention on international students and their part-time employment, we wish to gain a better understanding of the potential effects a university may have in enhancing a city. Research was conducted in an effort to obtain diverse views and uncover underlying themes that may exist between different stakeholders. Respondents from the following organizations were interviewed to clarify the different perceptions: The University Service’s Career Center, International and Recruitment Offices at JIBS, and Jönköping Municipality. It was found that networking between JIBS and Jönköping exists, but that the relationship appears to be complex as each party has different dimensions to consider, making true collaboration difficult. However, communication and cooperation could be useful in steering the direction of city development. The presence of international students is seen as influencing the culture, knowledge, and image of the city, but a true integration of these students is lacking. A further contribution through the inclusion of international students in part-time employment is believed to be beneficial to both the city and students, but barriers such as language make this a difficult task. An alliance between JIBS and Jönköping is therefore encouraged, as their combined efforts are crucial in solving these types of issues. We claim that the integration of international students through the creation of part-time jobs or internships demonstrates one way JIBS contributes to the city.
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Ott, Maya Weilundemo. "Teasing Out the Complex Relationship Between Part-Time Faculty and Quality: A Qualitative Case Study Comparing Departments at a Large, Public University." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112701.
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During the last 40 years, institutions of higher education in the United States have dramatically increased their reliance on part-time faculty. Today, fully half of all faculty members hold part-time appointments. How, if at all, has the rise of part-time faculty affected the quality of higher education? This qualitative case study explores variation in the relationship between part-time faculty and quality at “Cardinal State University,” a large, public institution. Through semi-structured interviews with 20 academic department chairs, the study examines how these chairs make sense of the relationship between part-time faculty and quality, given their experience supervising part-time faculty in their departments. This study also analyzes institutional and departmental documents to understand how chairs’ perspectives on the relationship between part-time faculty and quality interact with their unique departmental contexts and the broader institutional context of Cardinal State. This study finds that the relationship between part-time faculty and quality varies across Cardinal State’s departments, and identifies three department-level variables that account for this variation: departments’ levels of reliance on part-time faculty, academic disciplines, and levels of responsibility to Cardinal State’s general education curriculum. These department-level variables matter because they influence chairs’ quality control practices, including their practices for hiring part-time faculty, for evaluating their performance, and for making decisions about whether to renew their contracts. Chairs leading arts and sciences departments with high levels of reliance on part-time faculty and high levels of responsibility to the general education curriculum described a constellation of challenges that interfere with their ability to implement quality control practices effectively. The patterns described by this study may be specific to Cardinal State, but its broader conclusion—that the relationship between part-time faculty and quality is mediated by important contextual factors—warrants further research.
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Bizarro, Atila Cristiano. "A atuação do educador no programa mais educação em uma escola pública estadual do Rio Grande do Sul." Universidade do Vale do Rio dos Sinos, 2014. http://www.repositorio.jesuita.org.br/handle/UNISINOS/3881.
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Previous issue date: 2014-09-25<br>Nenhuma<br>A dissertação tem como objetivo problematizar quais são e como se apresentam os tensionamentos enfrentados pelo educador em sua atuação, no contexto do Programa governamental Mais Educação, em uma escola pública estadual localizada no município de Esteio (RS). Os aportes teóricos do estudo estão referenciados, principalmente, nas pesquisas sobre a formação docente e em António Nóvoa. O material empírico da pesquisa é composto por documentos oficiais do Programa Mais Educação, assim como pelo Projeto Político Pedagógico da escola pesquisada e por entrevistas realizadas com educadores e coordenadores das oficinas ofertadas pelo Programa no ano de 2013. Os resultados da investigação apontam que os tensionamentos na atuação do educador se devem, principalmente: à ausência de um projeto comum na escola que abarque tanto as atividades do ensino regular quanto as do Programa Mais Educação como uma proposta de ensino integral; à falta de diálogo entre os profissionais envolvidos; à falta de momentos de formação conjunta, de partilha; à carência de informação sobre o Programa; e à disputa por espaços de ensino-aprendizagem entre o ensino formal e os saberes comunitários.<br>This dissertation aims to discuss which are the tensions and how they are presented and faced by the social educator in his performance, in the context of governmental Program More Education, in a state school in the community of Esteio (RS). The theoretical background of this study is referenced, mainly, in the research on teacher education and in António Nóvoa. The empirical material is made up by official documents of the Program More Education, as well as the Political Pedagogical Project of the researched school and through interviews with educators and workshop coordinators offered by the Program in 2013. Research results show that the tensions in the performance of the social educator are due to, mainly: the absence of a common project in the school encompassing activities of both regular education and Program More Education as a proposal of full-time education; the lack of dialogue among the professionals involved; the lack of moments of joint training and knowledge sharing; the lack of information on the Program; and the competition for teaching-learning spaces between formal and informal education, linked to low salary for the social educator.
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Heffren, Colleen. "A comparison of literacy and working skills of students in the co-operative education program with students working part-time." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq41052.pdf.
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Lowe, Janet. "Integrating learning with life : a study of higher education students in a further education college : 2000-2003." Thesis, University of Stirling, 2005. http://hdl.handle.net/1893/66.
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In Scotland, further education colleges provide 28% of all higher education; this includes over half of part-time undergraduate higher education. This provision has contributed to wider participation in higher education in Scotland by “non traditional” students and to progress towards a mass system of higher education within a learning society. This thesis is a case study of higher education students in a Scottish further education college. It explores the nature of the students’ experience and its relevance to institutional management and higher education policy. Evidence is drawn from the college’s records, from focus groups and from a questionnaire survey of whole year groups (full-time and part-time students) over three successive years. The theoretical focus is upon a new definition of lifelong learning as learning integrated with life, drawn from literature on motive, motivation, participation and retention. The research explores the students’ experiences of combining study with work and family life. The student experience is found to be heterogeneous, complex and distinct from the stereotype of a young full-time university student. Vocational motives predominate and there is evidence of a significant investment of meaning, expectation and purpose in the experience of higher education. The students’ ability to balance and integrate learning with life is a determining factor in the achievement of sustained participation. The quality of support networks both in college and in the students’ work and family lives are found to be more significant than personal or demographic characteristics. The case study contributes to current thinking about the professional role of college senior managers in creating a student-centred institutional culture that responds to the complexity of the students’ experience. A case is made for a review of the current inequity of financial support for full-time and part-time higher education students and of the marginal status of colleges in the development of higher education policy.
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Navarro, Ashley M. "An Exploration of Adjunct Faculty Preferences for Professional Development Opportunities at a Florida State College." Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7867.
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The purpose of this study was to explore adjunct faculty perceptions of factors that influence participation in faculty development at a multi-campus Florida state college. To improve Florida state college adjunct faculty participation in faculty development, it was necessary to examine their faculty development needs and the incentives and barriers that influence their participation in faculty development. This study extended the research on characteristics of adjunct faculty and their faculty development interests. This quantitative study addressed the gap in the literature related to the scheduling, format, and communication preferences of a Florida state college adjunct faculty, related to faculty development.
A survey research design was used to explore faculty development preferences of adjunct faculty who had taught for a minimum of one semester. An online survey was used to collect the data via Qualtrics. Adjunct faculty who taught in fall 2018 from all academic areas, and all four campuses were included in the sample. The response rate for this survey was 20%.
A frequency distribution was constructed for the demographic data. Multiple regression was used to analyze the relationship between adjunct faculty participation in faculty development and background characteristics. Measures of central tendency were used to calculate the mean and standard deviation to identify faculty development needs, preferred conditions for faculty development, incentives that may encourage participation, and barriers that may hinder participation in faculty development opportunities, as perceived by respondents.
The results indicate that the adjunct faculty who responded to the survey need faculty development training related to the following topics: instructional technology, student engagement, and instructional strategies. They indicated weekday evenings was the preferred time for faculty development, one to two hours workshops was the most feasible format, and college-wide email was their preferred method of communication for faculty development. There was no consensus on the preferred location, online or campus. Professional growth and life-long learning were the two incentives identified, by the majority of the adjunct faculty, which significantly or moderately encourages their participation in faculty development. Most of the adjunct faculty identified time and full-time job as the barriers which significantly or moderately hinders their participation in faculty development.
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Charlton, Helen. "Experiencing learning across academic-practice boundaries : an Interpretative Phenomenological Analysis of Human Resource Management practitioners engaged in part-time postgraduate study." Thesis, Northumbria University, 2016. http://nrl.northumbria.ac.uk/32303/.
Full textAbstract:
Human Resource Management (HRM) is a contested academic discipline and professional space, in which mid‐career entry is not uncommon, and where study and professional membership are often key to career advancement. Subsequently, engagement with study while working full‐time occurs frequently, commonly at postgraduate level. However, understanding of the student‐practitioner experience is limited due to recognised gaps around research of part‐time, taught postgraduate and mature student experience. This is an odd omission given that it represents a potential growth area following recent funding changes. This study explores these experiences in the context of constellations and landscapes of practice, focussing on issues of social identity theory and academic literacies within them. Utilising Interpretative Phenomenological Analysis to explore reflective accounts of the lived experiences of five practitioner‐students in one Higher Education (H.E.) Institution, the study used an innovative focus group approach, combined with semi‐structured interviews. Analysis was conducted through the development of case vignettes alongside thematic analysis supported through NVivo. For all participants studying occurred during career transition, with studying for additional qualifications intended to validate this transfer. However, in the wider personal context of career and family, study had significant impacts, with complex negotiations involved around obligations to family and employers. Participants legitimised their membership of HRM communities though their wider practice experience. Practice experience was also used to delineate between other members of both their academic and practice communities, with individuals who demonstrated experience given preference. Participants’ experience of education was characterised by comparisons between academic and practice communities, and negotiation of the boundaries between them was constant. Strength of practitioner identity affected alignment and approaches to studying. Engagement with discourse was also heavily influenced by dominant practitioner discourse patterns. This study offers insight into particular experiences of H.E. which may align to other niche student cohorts, and contributes to closing the gap around knowledge of part‐time, postgraduate and mature student experiences. It further adds to knowledge of communities of practice, constellations and landscapes and maps an example. It provides insight into how such students negotiate academic discourse engagement, and the impact balancing study with employment has on approaches to learning. Lastly, it applies this understanding to the support of practitioner‐students learning across academic‐practice boundaries, making recommendations to those facilitating these experiences.