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Nuvianto Al Azis, Edwin, and Gita Yusanti. "Part-Time Working Opportunities and the Impact on Students’ Academic Achievement." Middle Eastern Journal of Research in Education and Social Sciences 2, no. 3 (2021): 25–45. http://dx.doi.org/10.47631/mejress.v2i3.277.
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Purpose: This research investigates the impact of being part-time-worker students towards their academic achievement. Methodology/Approach/Design: This research used qualitative descriptive research method which is appropriate for the design of this research. The data were collected from 44 higher students for the questionnaire and 10 students for the interview at English Department, IAIN Kediri by administering 32 questions for the questionnaire and 14 questions for the interview. Results: The finding of this research is discovering that there are two main motivations to be a part-time-worker student, financial factor and experience factor. However, the part-time-worker students are still able to achieve good grade point average (GPA) or even they can achieve better academic achievement caused by the experience they got by being part-time-worker student and it cannot be got from only being an ordinary academic student. Therefore, higher students can be a part-time worker students by paying attention on time management which plays a pivotal role and finding out a minimum duration for working but it can cover what their purposes are. Practical Implication: The findings of this study present various implications for concerned authorities to address the emerging issues of university students. Joining a part-time job has its merits and demerits. However, further exploration of this phenomenon has to be implemented. Originality/Value: The study examines a social issue that is continually aggravating. The results of the study offer an insider look into the students’ motifs and pressures exerted upon them to join part-time jobs.
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Evans, Carl, Tim Maxfield, and Gbolahan Gbadamosi. "Using Part-Time Working to Support Graduate Employment." Industry and Higher Education 29, no. 4 (2015): 305–14. http://dx.doi.org/10.5367/ihe.2015.0260.
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An exploration of the value attached to the work experience of graduates, and particularly the value of part-time working whilst studying for a degree, from an employer's perspective, is reported. A documentary analysis of graduate recruiters was conducted to assess the extent to which work experience was specified for graduate employment programmes. Further interviews were then carried out with a sample of small and medium-sized enterprises (SMEs) to explore how the part-time working of graduates is perceived by employers. Work experience is deemed to be important to employers, not only as a differentiator but also as a measure of how graduates will perform in-post. Employers generally signalled the value of work experience, but indicated that graduates did not make best use of it in their job applications. It is argued that the findings will provide information to universities and educators about the contribution and importance of students' part-time working in terms of graduate employment prospects and with respect to the employability agenda in the HE curriculum in the UK.
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Evans, Carl, and Mark Richardson. "Realizing the latent potential in the part-time student workforce." Industry and Higher Education 30, no. 4 (2016): 253–56. http://dx.doi.org/10.1177/0950422216662376.
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The purpose of this article is to challenge employers to make the best use of the latent potential of their part-time student workforce and to retain this talent postgraduation. The authors report research which shows that increasing numbers of university students are working part-time alongside their degree studies, while at the same time businesses are becoming more explicit about their requirements for graduate entrants, specifying a range of traits, behaviours and soft skills. The authors argue that this developing scenario affords an opportunity for university students working part-time to develop skills and business-related knowledge that are desirable to their respective employers in the longer term. However, the desire to nurture and retain those individuals on graduation appears to be lacking. This article concludes by challenging both employers and students to embrace a longer term perspective for their mutual benefit.
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Smith, Erica, and Wendy Patton. "Part-time working by students: is it a policy issue, and for whom?" Journal of Education and Work 26, no. 1 (2013): 48–76. http://dx.doi.org/10.1080/13639080.2011.623123.
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Barfield, Rufus L. "Students' Perceptions of Being Graded as a Group in the College Classroom: Relations among Students' Age, Employment, and Perceived Group Satisfaction." Perceptual and Motor Skills 95, no. 3_suppl (2002): 1267–77. http://dx.doi.org/10.2466/pms.2002.95.3f.1267.
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This investigation compared and measured for different age groups of students, hours of employment, and previous grading experiences of one student cohort in relation to their perceived overall satisfaction with being graded as a group. A cohort of 230 students from a large southern metropolitan university enrolled in sections of two undergraduate classes, Group Interaction and Decision Making and Conflict Management, participated. Analysis indicated that (a) older students (28–47 years) were more likely to be dissatisfied with a group grade experience than middle (23–27 years) and younger (18–22 years) students, (b) Older students working part time were significantly more dissatisfied with the overall group experience than the younger part-time working students, (c) Older part-time working students were significantly more dissatisfied with the overall experience of working and being graded as a group than the middle part-time and middle full-time working students. Differences were noted between the older and younger students, which supported Older students' overall dissatisfaction with their experience of being graded as a group. Common complaints by older students were that younger students were immature, irresponsible, lacked “real-life” experience, and had misplaced priorities. Common complaints by younger students were that older students were too serious and rigid. It is recommended that this work be extended to include other comparison groups, graduate students, and other disciplines.
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Darolia, Rajeev. "Working (and studying) day and night: Heterogeneous effects of working on the academic performance of full-time and part-time students." Economics of Education Review 38 (February 2014): 38–50. http://dx.doi.org/10.1016/j.econedurev.2013.10.004.
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Półjanowicz, Wiesław, Robert Latosiewicz, Barbara Kołodziejczak, and Magdalena Roszak. "E-learning for Part-Time Medical Studies." Studies in Logic, Grammar and Rhetoric 47, no. 1 (2016): 129–42. http://dx.doi.org/10.1515/slgr-2016-0051.
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Abstract Distance education undoubtedly has many advantages, such as individualization of the learning process, unified transmission of teaching materials, the opportunity to study at any place and any time, reduction of financial costs for commuting to classes or accommodation of participants, etc. Adequate working conditions on the e-learning portal must also be present, eg. well-prepared, substantive courses and good communication between the participants. Therefore, an important element in the process of conducting e-learning courses is to measure the increase of knowledge and satisfaction of participants with distance learning. It allows for fine-tuning the content of the course and for classes to be properly organized. This paper presents the results of teaching and assessment of satisfaction with e-learning courses in “Problems of multiculturalism in medicine”, “Selected issues of visual rehabilitation” and “Ophthalmology and Ophthalmic Nursing”, which were carried out experimentally at the Faculty of Health Sciences at the Medical University of Bialystok for nursing students for the 2010/2011 academic year. The study group consisted of 72 part-time students who learnt in e-learning mode and the control group of 87 students who learnt in the traditional way. The students’ opinions about the teaching process and final exam scores were analyzed based on a specially prepared survey questionnaire. Organization of e-learning classes was rated positively by 90% of students. The average result on the final exams for all distance learning subjects was at the level of 82%, while for classes taught in the traditional form it was 81%. Based on these results, we conclude that distance learning is as effective as learning according to the traditional form in medical education studies.
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Mardelina, Elma, and Ali Muhson. "MAHASISWA BEKERJA DAN DAMPAKNYA PADA AKTIVITAS BELAJAR DAN PRESTASI AKADEMIK." Jurnal Economia 13, no. 2 (2017): 201. http://dx.doi.org/10.21831/economia.v13i2.13239.
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Abstrak: Mahasiswa Bekerja dan Dampaknya Terhadap Aktivitas Belajar dan Prestasi Akademik. Penelitian bertujuan mengetahui dampak kerja part-time terhadap aktivitas belajar dan prestasi akademik mahasiswa. Populasi penelitian adalah mahasiswa S1 angkatan 2013 Fakultas Ekonomi Universitas Negeri Yogyakarta. Penelitian ini mengambil sampel sebanyak 205 responden dengan teknik propotional random sampling. Teknik pengumpulan data menggunakan kuesioner dan dokumentasi. Analisis data menggunakan metode MANOVA. Hasil penelitian menunjukkan bahwa kerja part-time memiliki pengaruh yang signifikan terhadap aktivitas belajar dan prestasi akademik. Mahasiswa yang bekerja part-time cenderung memiliki waktu yang lebih sedikit dalam aktivitas belajar dibandingkan dengan mahasiswa yang tidak bekerja. Prestasi akademik mahasiswa yang bekerja part-time juga cenderung lebih rendah dibandingkan dengan mahasiswa yang tidak bekerja. Kata Kunci : Prestasi Akademik, Aktivitas Belajar, Mahasiswa Bekerja Abstract: Working Student and Its Impact on Learning Activities and Academic Achievements. This study is aimed to find out the impact of part-time jobs to the learning activities and academic achievements. The population of this study is students Faculty of Economics year 2013, Yogyakarta State University. The 205 samples selected using proportional random sampling approach. Questionnaire and documentation are used to collect data. This research uses MANOVA to analyze the data. The results show that there is a significant effect of part-time jobs on the learning activities and academic achievements. The working students have a lower time for learning than the non-working students. The working students’ academic achievement is lower than the non-working students. Keywords: Academic Achievements, Learning Activities, Working Student.
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Gbadamosi, Gbolahan, Carl Evans, Mark Richardson, and Yos Chanthana. "Understanding self-efficacy and the dynamics of part-time work and career aspiration." Higher Education, Skills and Work-Based Learning 9, no. 3 (2019): 468–84. http://dx.doi.org/10.1108/heswbl-08-2018-0082.
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PurposeBuilding on the self-efficacy theory and self-theories, the purpose of this paper is to investigate students working part-time whilst pursuing full-time higher education in Cambodia. It explores individuals’ part-time working activities, career aspirations and self-efficacy.Design/methodology/approachData were collected in a cross-sectional survey of 850 business and social sciences degree students, with 199 (23.4 per cent) usable responses, of which 129 (65.2 per cent of the sample) indicated they currently have a job.FindingsMultiple regression analysis confirmed part-time work as a significant predictor of self-efficacy. There was a positive recognition of the value of part-time work, particularly in informing career aspirations. Female students were significantly more positive about part-time work, demonstrating significantly higher career aspirations than males. Results also suggest that students recognise the value that work experience hold in identifying future career directions and securing the first graduate position.Practical implicationsThere are potential implications for approaches to curriculum design and learning, teaching and assessment for universities. There are also clear opportunities to integrate work-based and work-related learning experience into the curriculum and facilitate greater collaboration between higher education institutions and employers in Cambodia.Social implicationsThere are implications for recruitment practices amongst organisations seeking to maximise the benefits derived from an increasingly highly educated workforce, including skills acquisition and development, and self-efficacy.Originality/valueIt investigates the importance of income derived from part-time working to full-time university students in a developing South-East Asian country (Cambodia), where poverty levels and the need to contribute to family income potentially predominate the decision to work while studying.
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Walden, Pirkko, and Efraim Turban. "Working anywhere, anytime and with anyone." Human Systems Management 19, no. 3 (2000): 213–22. http://dx.doi.org/10.3233/hsm-2000-19308.
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Ten teams of 2–3 full time undergraduate business students, at Abo Akademi University in Finland were to collaborate with a corresponding team of 3–4 part time MBA students at California State University, Long Beach in the USA. A 10-hour time difference, as well as different cultural backgrounds separated the teams. Students were challenged to push the limits of Internet by collaborating on a joint task on electronic commerce with people they never met face-to-face. The teams co-operated with ten Finnish companies, and the study was taken all the way to an implementable plan for companies doing business on the Internet. This paper confirms several observations of previous researchers and identifies several new issues related to distributed groupwork.
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Ardissone, Alexandria N., Sebastian Galindo, Allen F. Wysocki, Eric W. Triplett, and Jennifer C. Drew. "The Need for Equitable Scholarship Criteria for Part-Time Students." Innovative Higher Education 46, no. 4 (2021): 461–79. http://dx.doi.org/10.1007/s10755-021-09549-7.
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AbstractCurrent policies and interventions to enhance student success and retention are often tied to full-time enrollment, which are substantiated by studies associating part-time enrollment with lower retention and poorer academic outcomes. However, these findings are limited to studies of first-time college students and do not represent today’s nontraditional undergraduate who may be transfer, online, and working adult students. To enhance retention of on-campus and hybrid online 2 + 2 transfer students in a STEM undergraduate program, need-based scholarships are awarded to students enrolled full-time as stipulated by the federal granting agency. Although the scholarship has helped >80 students to date, over 40% of eligible transfer students are excluded only because they are enrolled part-time, disproportionately affecting students in the hybrid online track who are more likely to be women and underrepresented minorities. Using quantitative and qualitative methods, this study explores enrollment behavior of transfer students (online and on-campus), its relationship with student characteristics and academic outcomes, and implications for scholarship eligibility. Full-time enrollment is a significant challenge for transfer students. While scholarship requirements are a key factor influencing full-time enrollment, online transfer students additionally cite work and family obligations as drivers of enrollment behavior. Thus, online 2 + 2 transfer students face different challenges than on-campus peers and are more likely to enroll part-time out of necessity, yet still have comparable GPA and graduation rates. These findings support a growing awareness of barriers nontraditional students face questioning the relevance of policies driven by “traditional” student outcomes, which perpetuate inequity in higher education.
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Sahari, Siti-Huzaimah, Yusup Mohd Yaman, and Awang-Rozaimie Awang-Shuib. "Part-Time Adults Students in Sarawak and Environmental Stress Factors." Journal of ASIAN Behavioural Studies 2, no. 5 (2017): 65. http://dx.doi.org/10.21834/jabs.v2i5.220.
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Long-life education has become a phenomenon in world of education, and many adults pursue their study while working in order to compete with the demands of today’s life in upgrading their education levels. In adopting a new lifestyle by becoming students, these students also need to face new stress in their liwes. The study is to ßnd out the enwironmental stress factors among part-time students. Five dependant variables are used for each of the factors and the respondents responded by ranking the variables. Questionnaire is used and distributed to the respondents which are 80 part time students from 5 universities, UNIMAS, UiTM, OUM, UPM and USM. This paper will also discuss how environment affects stress among part –time students in Sarawak. The environment factors which are discussed are the size, the conditions in term of noise and safety, pollutions, the quality of air and the potential of natural disasters in the house they are living and the surroundings. The signißcance of the study is to illustrate the highest stressors in part time adult students.
 Keywords: Part-time students; environmental stress; stressors
 eISSN 2514-7528 © 2017 The Author. Published for AMER ABRA by e-International Publishing House, Ltd., UK. This is an open-access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia.
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Gbadamosi, Gbolahan, Carl Evans, and Musa Adebayo Obalola. "Multitasking, but for what benefit? The dilemma facing Nigerian university students regarding part-time working." Journal of Education and Work 29, no. 8 (2015): 956–79. http://dx.doi.org/10.1080/13639080.2015.1102212.
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Eberhardt, Bruce J., and Steven B. Moser. "The Nature And Consequences Of Part-Time Work: A Test Of Hypotheses." Journal of Applied Business Research (JABR) 11, no. 3 (2011): 101. http://dx.doi.org/10.19030/jabr.v11i3.5865.
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This study investigated hypotheses developed by Feldman (1990) regarding the impact of different types of part-time working arrangements on various attitudes, behaviors, and chosen frames of reference. Using data collected from 240 part-time workers employed by a supermarket chain, significant differences across the types of part-time work arrangements were found. For example, permanent as opposed to temporary part-time employees were more satisfied with and committed to their organizations. Further, students are more likely to consider themselves temporary and voluntary part-time employees than are non-students. Additional findings are discussed and needs for future research are noted.
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Humphrey, Robin. "Pulling Structured Inequality into Higher Education: the Impact of Part-Time Working on English University Students." Higher Education Quarterly 60, no. 3 (2006): 270–86. http://dx.doi.org/10.1111/j.1468-2273.2006.00317.x.
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Ibrahim, Norhayati, Steven A. Freeman, and Mack C. Shelley. "Identifying Predictors of Academic Success for Part-time Students at Polytechnic Institutes in Malaysia." International Journal of Adult Vocational Education and Technology 2, no. 4 (2011): 1–16. http://dx.doi.org/10.4018/javet.2011100101.
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A central challenge for higher education today is to understand the diversity and complexity of nontraditional students’ life experiences and how these factors influence their academic success. To better understand these issues, this study explored the role of demographic characteristics and employment variables in predicting the academic success of part-time students at four polytechnic institutes in Malaysia. Demographic characteristics studied included respondent’s age, gender, marital status, number of children, parent’s educational level, and financial resources. Employment variables assessed were number of years working, job relatedness to the program, job satisfaction, and monthly salary. A total of 614 part-time students completed the survey. Results indicated that being an older student, being female, paying for their own education, and having high job satisfaction were statistically significant predictors of part-time students’ academic success. Understanding the effects of demographic characteristics and employment variables on students’ academic success might help administrators and educators to develop teaching and learning processes, support services, and policies to enhance part-time students’ academic success.
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Alshehri, Yahya Mohammad. "Instructional Practices of Part-Time Faculty at Two-Year Institutions: Observations and Implications." International Journal of Higher Education 9, no. 2 (2020): 156. http://dx.doi.org/10.5430/ijhe.v9n2p156.
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This paper attempts to shed more light on the teaching practices of part-time faculty members and their impacts on community college students. It has been found that part-time faculty members employ traditional teaching practices compared to full-time faculty members. These teaching practices have, to varying degrees, negative effects on community college students. It has also been found that some of the compelling factors that hinder part-time faculty from utilizing effective teaching practices are institutional and departmental policies and practices. This paper identifies some gaps in the literature and calls future studies. It delineates a couple of recommendations aiming at improving the teaching practices of part-time faculty as well as their working condition.
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Wells, Janelle E., and Leeann M. Lower. "Part-Time Student Employees' Commitment: The Role of Culture Types." Recreational Sports Journal 40, no. 1 (2016): 36–45. http://dx.doi.org/10.1123/rsj.2015-0033.
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Part-time student employees fulfill vital roles for the university, while also gaining valuable work experience that direct perceptions and opportunities for future employment. This study examined the direct effect of organizational culture types on affective commitment of part-time student employees of college recreation departments. Specifically, using the Competing Values Framework (CVF), four major forms of organizational culture types (i.e., hierarchy, market, clan and adhocracy) were examined. Multiple regression was used to analyze the relationships. The findings from 442 part-time student employees revealed clan and adhocracy cultures were significant positive predictor variables of affective commitment in recreational sport organizations. These findings are practically relevant given the flexible state of life students experience while working in college.
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Evans, Carl, and Mark Richardson. "Enhancing graduate prospects by recording and reflecting on part-time work." Industry and Higher Education 31, no. 5 (2017): 283–88. http://dx.doi.org/10.1177/0950422217715200.
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Business leaders are becoming increasingly explicit regarding the skills, attributes and behaviours expected of graduate entrants. These skills are often developed through a combination of academic studies and work experience. While universities are increasingly providing opportunities for experiential learning, typically a placement year or internship, a growing number of students are undertaking self-initiated part-time work alongside their full-time degree studies. This part-time employment, typically in retail or hospitality, will help develop the skills, attributes and behaviours that employers demand. However, it is important that graduates are able to elucidate their learning to future employers during the graduate recruitment process. The purpose of this viewpoint article is to challenge full-time degree students who are working part-time to record (perhaps through a logbook) and reflect on their work experience so that they will be able to provide concrete examples to reinforce their skills and experience. The article concludes by discussing the role of universities in the process.
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Keast, David A. "Studying Part-Time at University: From Research to Policy to Practice." Canadian Journal of Higher Education 30, no. 1 (2000): 57–87. http://dx.doi.org/10.47678/cjhe.v30i1.183346.
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In the last few years universities in Canada have seen a noticeable decline in part-time enrollments. This trend has given rise to a number of pressing concerns regarding the needs and aspirations of part-time students and the status and future of part-time study. Unfortunately, these concerns exist against a backdrop of relatively little research on part- time university students, programs, and attendance which is useful for decisions on policy and practice. This paper highlights the results of research which examined part-time programming at Canadian universities and the needs and characteristics of undergraduate student populations with potential for part-time degree completion. It is argued that the mature, working, part-time learner constitutes a distinct nontraditional group, with a distinct set of educational needs and expectations. The findings suggest changes which may be necessary in university functioning in order to better serve these student populations in the future. Results are compared with other recent research and implications for institutional policy and practice are discussed.
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Meiji, Nanda Harda Pratama. "Pemuda (Pe)kerja Paruh Waktu: Dependensi dan Negosiasi." Jurnal Studi Pemuda 8, no. 1 (2019): 15. http://dx.doi.org/10.22146/studipemudaugm.46133.
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Part-time work is a relatively common thing for young people today. Unlike the previous decade, now, part-time jobs offered are mushrooming with various types of activities. Similarly, Indonesia offers a variety of part-time jobs to its main students. Malang, a city of education with thousands of students in it, also competing to take part in working part-time. This study seeks to focus on the aspects of dependency and negotiation carried out by students who take part-time jobs, especially at coffee shops. This phenomenon is because the culture of "coffee" has become one of the activities carried out by young people in Indonesia to spend their free time. Not only limited to hanging out, but also the coffee culture is also used by young people in Malang City in addition to looking for financial and experience additions before taking the post-graduate work pathway. This study used qualitative research methods with the process of observation and in-depth interviews to informants in the field as a technique of data collection. Through a purposive sampling process, four main informants were able to present their narratives while working part-time while working on their final assignments. This research was conducted from mid-2018 to 2019 to obtain sufficient depth. From the results of this study it was found that there is a close relationship between the process of dependencies that they do with negotiation and consumption during part-time work. Especially entering the era of the risk society where every decision that has been taken will pose risks that must be passed and minimized the danger by young part-time workers.
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Davies, Lloyd. "Why kick the “L” out of “LEarning”? The development of students’ employability skills through part‐time working." Education + Training 42, no. 8 (2000): 436–45. http://dx.doi.org/10.1108/00400910010379961.
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Billett, Stephen, and Carolyn Ovens. "Learning about work, working life and post‐school options: guiding students’ reflections on paid part‐time work." Journal of Education and Work 20, no. 2 (2007): 75–90. http://dx.doi.org/10.1080/13639080701314613.
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D’Annunzio-Green, Norma, and Paul Barron. "Learning whilst working." Education + Training 61, no. 2 (2019): 187–200. http://dx.doi.org/10.1108/et-04-2018-0098.
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Purpose The purpose of this paper is to examine student learner perceptions of benefits, barriers and enablers in learning whilst working, specifically focussing, on learning transfer from a university MSc in human resource management to students’ professional roles as human resource practitioners. Design/methodology/approach The study used in-depth semi-structured interviews with alumni of the programme who had graduated between one to three years previously. Findings The study found benefits (increased self-confidence, credibility and networking skills) as well as unanticipated challenges relating to individual learner characteristics, organisational culture and work-related support that hindered learning transfer. Research limitations/implications The study contributes to understanding the mechanisms required to support part-time learners on continuing vocational education programmes from a variety of stakeholders including students, their managers, their university and work colleagues, and academic staff. It highlights the benefits of activities designed to help students relate theory to practice and facilitate the transfer of knowledge between academic and practitioner environments. Practical implications The study highlights learner perspectives that are focussed on how organisational culture and line managers might play a more central role in influencing how people learn at work and facilitate the transfer of learning from formal educational interventions. Originality/value The study is valuable to academics and practitioners interested in improving learning transfer from formal educational to professional settings.
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Ran, Florence Xiaotao, and Jasmine Sanders. "Instruction Quality or Working Condition? The Effects of Part-Time Faculty on Student Academic Outcomes in Community College Introductory Courses." AERA Open 6, no. 1 (2020): 233285842090149. http://dx.doi.org/10.1177/2332858420901495.
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More than half of community college courses are taught by part-time faculty. Drawing on data from six community colleges, this study estimates the effects of part-time faculty versus full-time faculty on students’ current and subsequent course outcomes in developmental and gateway courses, using course fixed effects and propensity score matching to minimize bias arising from student self-sorting across and within courses. We find that part-time faculty have negative effects on student subsequent enrollments. These negative effects are driven by results in math courses. We also find that course schedules could explain substantial proportions of the estimated negative effects, while faculty individual characteristics could not. Survey results on faculty professional experiences suggest that part-time faculty had less institutional knowledge regarding both academic and nonacademic services. We infer that inferior working conditions for part-time faculty, rather than inferior instructional practices, contribute to the negative effects we observed on students’ subsequent course enrollment.
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Mitsumura, Misako, and Hiroto Takagi. "The effects of job characteristics and regulatory focus on work motivation of university students working part-time jobs." Proceedings of the Annual Convention of the Japanese Psychological Association 79 (September 22, 2015): 2PM—017–2PM—017. http://dx.doi.org/10.4992/pacjpa.79.0_2pm-017.
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M Nashich, Tubagus, and Listyati S Palupi. "The Relationship between Social Support and The Psychological Well-being of Students Who Work Part-time." E3S Web of Conferences 202 (2020): 12024. http://dx.doi.org/10.1051/e3sconf/202020212024.
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Higher education student often experienced financial problem during their study. This condition encourages them to seek financial support by working part-time. The challenge of being a part-time employee as well as being a student has influenced their psychological well-being condition. The problem will become more complicated when they received less than needed social support. Therefore, it is important to identify the relationship between social support and psychological wellbeing of part-time students. This study aimed to determine the relationship between social support and psychological well-being of students who work part-time. This research is a quantitative survey research. The scale used was social support and psychological well-being scale. The study shows that social support has a significant relationship with psychological well-being. Hypothesis test result show positive value that means if social support increase, psychological well-being will also increase. The correlation coefficient of 0.433 shows the relationship between variable classified as moderate.
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Lokhvytska, Liubov, and Nataliia Martovytska. "Psychological factors of ICT competence formation in part-time students of the specialty “Preschool education”." SHS Web of Conferences 104 (2021): 02003. http://dx.doi.org/10.1051/shsconf/202110402003.
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The transience of time and the use of information and communication technology (ICT) have led to the urgent necessity – the formation of the educational process subjects’ ICT competence. In today’s educational sector in Ukraine and foreign countries, the studied phenomenon has acquired special significance. The goal: a) theoretical analysis of various aspects of the individual’s ICT competence formation, clarification of the essential content of the concept and offer its working definition; b) figuring out psychological factors of influence and their constructs on the ICT competence formation; determination of criteria, indexes and levels of the studied phenomenon formation; c) empirical study of the influence of psychological factors on the ICT competence formation in applicants for educational services of higher education institutions (part-time students of 2 Ukrainian universities). Conceptually psychological factors which have an influence on the ICT competence formation were characterized. The main criteria of ICT competence were offered, their indexes were defined and the description of levels of formation was given. According to the results of the empirical study the dependence of the influence of various psychological factors on the ICT competence formation in accordance with the pedagogical experience of 187 respondents was found out.
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Henri, James, and Sandra Lee. "Why Hong Kong students favour more face-to-face classroom time in blended learning." Psicologia Escolar e Educacional 11, spe (2007): 103–11. http://dx.doi.org/10.1590/s1413-85572007000300010.
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A three year study in student characteristics, needs and learning styles guided instructors at the University of Hong Kong Faculty of Education to improve teaching and learning in a core module: Information Literacy. A mixed-method approach analyzed data collected from undergraduate, in-service teachers in a BEd program, and helped instructors in the program to gain insight into the Hong Kong teacher working, post-service towards a BEd in Library and Information Science. Part-time students indicated a preference for a combination of online and face-to-face teaching, with more face-to-face class time in that mix. These findings would also be informative for other part-time programs using blended teaching and learning models.
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J. Burke, Ronald, Simon L. Dolan, and Lisa Fiksenbaum. "Part-time versus full-time work: an empirical evidence-based case of nurses in Spain." Evidence-based HRM: a Global Forum for Empirical Scholarship 2, no. 2 (2014): 176–91. http://dx.doi.org/10.1108/ebhrm-02-2013-0001.
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Purpose – The purpose of this paper is to examine the reasons given by nurses for working part-time; compare the work experiences, satisfactions, and psychological well-being of nursing staff working full-time vs part-time; and identify possible antecedents and sources of leverage to encourage part-time nurses to work full-time. Design/methodology/approach – An online survey was developed, pre-tested and validated, and sent to the regional associations of nurses in Spain for distribution to their members. Data collection involved a cross-sectional design. A total of 2,094 valid questionnaires were completed online. The majority of responding nurses were located in Catalunya and Gipuzkoa. Respondents were given 15 reasons and asked to indicate the extent to which each played a role in their decision to work part-time. Job context and job content scales bearing multi items reliable measures were also employed. All scales met the criteria of reliability. Findings – Nurses working full-time included more males, were older, had longer nursing experience (both job and unit tenure), reported higher levels of both job resources (autonomy, self-development opportunities), higher levels of positive work attitudes (job involvement, affective commitment, work engagement), more medication use, and a higher intention to quit. Full-time and part-time nursing staff were similar on marital status, levels of social support (supervisor, co-worker, spouse, and family), self-reported absenteeism, levels of burnout, levels of psychological well-being (psychosomatic symptoms, self-reported health), and potential accident propensity. Some of the more concrete results include: first, reasons for working part-time were varied with some being voluntary (going to school) and others involuntary (poor health). Second, different clusters of individuals likely exist (e.g. students, caretakers, transitioning to retirement or other career options). Third, part-time nursing staff tended to report a more negative workplace (less autonomy, fewer opportunities for self-development) and less favorable work attitudes (less engagement, job involvement, and affective commitment) than their full-time counterparts. Research limitations/implications – First, all data were collected using self-report questionnaires, raising the possibility of response set tendencies. Second, all data were collected at one point in time, making it difficult to determine cause-effect relationships. Third, although the sample was very large, it was not possible to determine its representativeness or a response rate given the data collection procedure employed. Fourth, the large sample size resulted in relatively small mean differences reaching levels of statistical significance. Fifth, many of the nurse and work/organizational outcomes were themselves significantly correlated inflating the number of statistically significant relationships reported. Finally, it is not clear to what extent the findings apply to Spain only. Practical implications – Health care organizations interested in encouraging and supporting part-time nursing staff to consider working full-time may have some sources of leverage. Part-time nursing staff indicated generally lower levels of commitment involvement and engagement compared to their full-time colleagues. Part-time nursing staff in this study reported lower levels of job resources, such as autonomy and self-development opportunities. Increasing nursing staff input into decision making, increasing levels of nursing staff empowerment, increasing supervisory development that in supporting and respecting the nursing staff contributions, reducing levels of workplace incivility, and improving nursing work team functioning would make the work experiences of part-time nursing staff more meaningful and satisfying. In addition, offering more flexible work schedules and tackling the stereotype associated with working only part-time would also address factors associated with working part-time. A more long-term strategy would involve enhancing both the psychological and physical health of nursing staff through the introduction of a corporate wellness initiative. Increasing the work ability of nursing staff by improving their psychological and physical well-being addresses a common factor in the part-time work decision. Social implications – There is a call in the paper for Spanish authorities to consider implementing the “Magnet hospital program” which is one model that has been shown to improve nurse and patient outcomes and is one solution to the shortage of hospital nurses in attracting them to work on a full-time basis. The process of Magnet recognition involves implementing 14 evidence-based standards. Originality/value – Experts claim that the part-time phenomenon is a growing trend and is there to stay. The authors still do not know sufficiently about the HR implications for having a large workforce of part-time employees. In this paper, a tentative attempt was made to better understand this phenomenon, especially when there is a shortage of qualified nurses in the health sector. Several promising research directions follow from this investigation. First, nurses working part-time need to be polled to identify factors that would encourage and support them should they desire to change to full-time work. Second, the authors learn more about the relatively low levels of involvement, commitment, and engagement of part-time nurses, a phenomenon that most organizations wish to minimize.
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Et. al., Emerson D. Peteros,. "UNDERSTANDING THE EFFECTS OF TIME MANAGEMENT AND SELF-EFFICACY ON MATH PERFORMANCE AMONG HIGH SCHOOL STUDENTS WORKING P." INFORMATION TECHNOLOGY IN INDUSTRY 9, no. 2 (2021): 1077–85. http://dx.doi.org/10.17762/itii.v9i2.455.
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Although the government provides free education, poverty is one of Filipino students' most common challenges in their pursuit of basic education. To overcome financial constraints and to be self-sufficient while studying, high school students choose to find errands. In Toledo City, Cebu, Philippines, thirty-one public high school students working part-time were studied to find answers if there was a link between time management, self-efficacy, and academic performance, specifically, assessing the respondents' math performance, using the adopted survey questionnaire. The results revealed that they performed satisfactorily in math while practicing moderate time management and having moderate self-efficacy in the subject. There was no significant relationship between time management and math performance; however, self-efficacy and math performance had a significant weak positive correlation. As a result, teachers are encouraged to create programs that boost students' self-efficacy and time management abilities. It is strongly suggested that time management skills are integrated into the subjects to form and promote students' positive reactions. From the theoretical point of view, once the competencies have been learned and practiced, students are expected to manage, strive for, and fulfill their life objectives more effectively.
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Zambo, Debby, and Ron Zambo. "Using Thought Bubble Pictures to Assess Students' Feelings about Mathematics." Mathematics Teaching in the Middle School 12, no. 1 (2006): 14–21. http://dx.doi.org/10.5951/mtms.12.1.0014.
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We live in a Mathematical World (NCTM 2000), and students differ greatly in their pleasure in doing mathematics. Take two students as examples. Student A is an adolescent in prealgebra who feels good about mathematics. Student A enjoys working on challenging problems and will often request more time to work on mathematics projects in class. This student loves working cooperatively with others on problems and works intensely and deeply when numbers are involved. Student A is excited about taking algebra next year and envisions mathematics as an integral part of both life and career when discussions turn to life beyond the classroom. Adolescents like student A enjoy the time they spend doing mathematics, and they succeed at it. Their success causes them to have positive feelings about mathematics, to feel happy and relaxed when they do mathematics, and to be motivated to accept the challenges that mathematics provides.
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Rabbani, Disi Riwanda. "Kerja Layak Bagi Mahasiswa Pekerja Kontrak Paruh Waktu (Garda Depan) Di PT.Aseli Dagadu Djokdja." Jurnal Studi Pemuda 6, no. 2 (2019): 605. http://dx.doi.org/10.22146/studipemudaugm.39490.
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Globally, the decent work agenda has been promoted by the International Labor Organization (ILO) since 1999 and nowadays stated in the goals number 8 Sustainable Development Goals (SDGs) 2015-2030. At the national level, decent work is the right of all Indonesians as set forth in article 27 UUD 1945. In line with that premise, all workers regardless of their type are entitled to decent work, including college students who work on part-time contracts. The flexible working system on a part-time basis made college students possible to carry on their work and campus activities side by side. PT.Aseli Dagadu Djokdja (PT ADD) is one of the companies in Yogyakarta that employ college students on a part-time contract basis which commonly referred as Garda Depan. Using the conceptual framework of ILO’s decent work, this paper aimed to describe the dynamics of decent work implemented within the company for their part-time workers, which consists of four components: employment, worker’s rights, social security and social dialogue. By using a qualitative method with a descriptive approach, this study concludes that the flexibility of the working system made Garda Depan the vital element of the company. However, their position are vulnerable due to the absence of legal framework for part-time workers making the bargaining position of the company tend to be higher. Thus, the company becomes the main actor in creating a decent work environment, especially in determining decent remuneration, social security and creating rooms for social dialogues.
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Hadna, Ida Nor'aini. "Manajeman Mahasiswa Part-Time: Best Practice Perpustakaan UIN Sunan Kalijaga Yogyakarta." Pustakaloka 8, no. 1 (2016): 71. http://dx.doi.org/10.21154/pustakaloka.v8i1.452.
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<p><strong>Abstrak</strong>; Makalah ini ditulis dengan tujuan untuk menjelaskan tentang manajemen mahasiswa <em>part</em><em>-</em><em>time</em> yang telah dilakukan oleh Perpustakaan UIN Sunan Kalijaga. Hal ini perlu disampaikan karena masih banyak perpustakaan Perguruan Tinggi di Indonesia yang belum memberdayakan mahasiswanya untuk ikut bersama-sama mengelola perpustakaan melalui kegiatan mahasiswa <em>part</em><em>-</em><em>time</em>. Dalam makalah yang ditulis berdasarkan <em>best practice</em> ini akan dijelaskan berbagai hal dalam pengelolaan mahasiswa <em>part</em><em>-</em><em>time</em>, yaitu mulai dari (1) perencanaan program; (2) pelaksanaan program; (3) hasil pelaksanaan program; (4) sistem monitoring dan evaluasi; (4) dampak pelaksanaan program; sampai pada (5) perubahan sebagia akibat pelaksanaan program.</p><p>Berdasarkan hasil penelitian ini, maka diketahui bahwa program rutin kegiatan mahasiswa <em>part-time</em> di Perpustakaan UIN Sunan Kalijaga ini tidak hanya bermanfaat bagi perpustakaan UIN Sunan Kalijaga dalam memperlancar kegiatan layanan, tetapi program ini juga bermanfaat bagi mahasiswa itu sendiri, yaitu selain membuat mereka menjadi merasa bangga, juga membuat mereka menghargai waktu, membagi waktu belajar dan bekerja. Selain itu, bagi yang sudah bekerja setelah lulus, pengalaman selama menjadi mahasiswa <em>part</em><em>-</em><em>time</em> juga menjadi modal yang berharga dalam bekerja.</p><strong><em>Abstract</em></strong><em>; The aim of this paper is to explain the part-time student management that has been done by UIN Sunan Kalijaga Library. It needs to be submitted because many college libraries in Indonesia haven’t empower their students to participate together to manage the library through part-time student activities. In this paper that based on best practice will be explained various things in part-time student management, from (1) program planning; (2) program implementation; (3) program implementation result; (4) monitoring and evaluation system; (5) program implementation impact; until (6) change as a result of the implementation of the program. </em><p><strong><em></em></strong><em>Based on this research, noted that part-time students routine program activities in UIN Sunan Kalijaga Library is not only useful for UIN Sunan Kalijaga Library to facilitate the service activity, but this program is useful for the students themselves, which in addition will make them proud, also make them appreciate the time, manage their time for study and work. Moreover, for them who have been working after graduation, the experience during being a part-time student also becomes a valuable asset in working.</em></p><p><strong><em></em></strong><em><br /></em></p>
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Kharadze, Natalia, Ekaterine Gulua, and Dugladze Davit. "Free-Time Management among Master’s Degree Students of Georgia." European Journal of Social Sciences Education and Research 11, no. 2 (2017): 24. http://dx.doi.org/10.26417/ejser.v11i2.p24-33.
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Attitude to time management in modern literature becomes more and more topical. According to (Orlikowsky and Yates 2002), increased competition causes the necessity of effective utilization of time. The part of free time in time budget of employed Master’s degree students becomes smaller, and the importance of free time is almost disregarded. (Garhammer M. 2002) supposes that short period of time includes such types of activities, which have direct impact on energy restoration of Master’s degree students. We can’t completely share the opinion of Marquis and Huston (2009), who think that only event management and not time management is possible in life, and we consider that proper use of time resource causes formation of self-management culture CITATION KharadzeGulua \l 1033 (Kharadze N. Gulua E., 2016) Our article deals exactly with mentioned issues. Research was organized by Human Potential Management Laboratory (HPML) of TSU. Research was carried out in 5 leading universities of Georgia: Iv. Javakhishvili Tbilisi State University, Georgian Technical University, Gori State University, Telavi State University and Shota Rustaveli Batumi State University. Research was referred only to Master’s degree students. Number of respondents amounted to 523. The questionnaire included 37 questions and 117 versions of answers. We laid an emphasis on that part of time budget, which doesn’t represent the part of working time, in particular the time allotted for everyday rest, part of activities scheduled on Saturday and Sunday, time spent in social networks, personal hygiene, transportation, sport, physical activities, time devoted to sleep and nutrition. Research showed that in time budget of employed Master’s degree students less attention is paid to free-time management that is the basis of increase of stress situations. Thus, conflict situation management among Master’s degree students became the subject of consequent research of our laboratory. Except for employment or teaching activities, one has to devote certain time to personal life. Psychological or physical health predetermines better accomplishment of intended objectives. Proceeding from peculiarities of free-time management the recommendations were elaborated, which requires: development of self-management abilities, implementation of changes at organization level and amendments in the Law on Education System. In-depth study of time budget of Master’s degree students is topical, since exactly these youngsters are potential labor resource of our country. Availability of healthy labor resources, in its turn, predetermines the potential of long-term development of organization and country as a whole.
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Azizah, Siti Nur, Nanda Harda Pratama Meiji, Nur Hadi, and Elya Kurniawati. "Dinamika dan pola kekuasaan pemilik tempat kerja terhadap mahasiswa pekerja paruh waktu di Kota Malang." Jurnal Integrasi dan Harmoni Inovatif Ilmu-Ilmu Sosial 1, no. 5 (2021): 566–81. http://dx.doi.org/10.17977/um063v1i5p566-581.
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The phenomenon of students studying while working is not a sticky thing in society, many students choose to study while working for various reasons. Facing the world of work must be faced with the provisions of work regulations that part-time workers must be able to adapt, coming from the world of education and plunging into the world of work is not an easy thing because they have to divide their thoughts into several focuses. This study aims to describe and analyze the dynamics of part-time worker while working and how the power patterns exercised by workplace owners over part-time worker. The method used in this research is qualitative. The data collection method used in-depth interviews and observations in the work environment of part-time worker. The research informants were selected purposively by requiring that they were in college while working part time. The results of the study explain that the owner of the workplace has a broader pattern of power and dominance due to his higher position than the worker, the power patterns including salaries below the minimum wage, binding work regulations, and policies that are more profitable for the workplace owner. The dynamics felt by part-time working students are also a challenge in terms of adapting to the world of work.
 Fenomena mahasiswa kuliah sambil bekerja bukanlah hal yang tabu di masyarakat, banyak sekali mahasiswa yang memilih untuk kuliah sambil bekerja dengan alasan yang bermacam-macam. Menghadapi dunia kerja pasti dihadapkan dengan ketentuan peraturan kerja yang harus bisa diadaptasi oleh mahasiswa pekerja paruh waktu, datang dari dunia pendidikan dan terjun ke dunia kerja bukan suatu hal yang mudah karena mereka harus membagi pikirannya menjadi beberapa fokus. Penelitian ini bertujuan untuk mendeskripsikan dan menganalisis mengenai bagaimana dinamika mahasiswa pekerja paruh waktu selama bekerja serta bagaimana pola kekuasaan yang dilakukan pemilik tempat kerja terhadap mahasiswa pekerja paruh waktu. Metode yang digunakan dalam penelitian ini adalah kualitatif. Metode pengumpulan data menggunakan wawancara mendalam beserta observasi di lingkungan kerja mahasiswa pekerja paruh waktu. Informan penelitian dipilih secara purposive dengan mensyaratkan bahwa mereka sedang kuliah sambil bekerja paruh waktu. Hasil penelitian menjelaskan bahwa pemilik tempat kerja memiliki pola kekuasaan dan dominasi lebih luas dikarenakan posisinya yang lebih tinggi daripada pekerja, pola kekuasaan tersebut diantaranya gaji dibawah UMR, peraturan kerja yang mengikat, serta kebijakan yang lebih banyak menguntungkan pemilik tempat kerja. Dinamika yang dirasakan mahasiswa pekerja paruh waktu juga menjadi tantangan dalam hal beradaptasi di dunia kerja.
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McCoy, Selina, and Emer Smyth. "So much to do, so little time." Work, Employment and Society 21, no. 2 (2007): 227–46. http://dx.doi.org/10.1177/0950017007076630.
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This article explores the nature and implications of secondary students' participation in paid employment in Ireland.The analysis draws on a comprehensive survey of one-sixth of secondary schools. Results indicate that working part-time is associated with underperformance at upper secondary level and also leads to increased dropout. In line with research in other countries, part-time employment tends to draw students away from their studies. Such underperformance at upper secondary level persists regardless of the level of involvement in out-of-school social activities. Results hold when propensity score matching methods are employed to take account of possible selection effects.The discussion points to the crucial importance of early educational qualifications in longer-term and lifelong labour market outcomes; and highlights the importance of addressing the issue of student employment given its impact on educational outcomes.
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Widana, I. Ketut. "The Degree of Subjective Complaints of Students Practice in Mechanical Technology Laboratories." International Research Journal of Engineering, IT & Scientific Research 4, no. 1 (2018): 22. http://dx.doi.org/10.21744/irjeis.v4i1.599.
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The working practice of the engineering students is part of the learning process that is irreducible and indispensable. The composition of lecturing between theoretical and practical one is 40% to 60%. With this condition, the students spend more time at the laboratory. Generally, the students perform in the laboratory work by standing position. The design of research is observational cross-sectional. The method applied is observation, interview and measuring. The subjects of research are practicing students amounting to 21 students. Referring to the analysis of statistical test or Wilcoxon signed ranks test, the difference of effect of work position is significant, namely p < 0.05 towards musculoskeletal disorders (MSDs) before and after working. The quantity of the average complaint after working is score 44.62 ± 9.47. The result of Wilcoxon signed rank test shows that there is significant different effects of standing work position, namely p < 0.05 towards fatigue generally before and after working. The degree of the working pulse is on the average of 110.78 ± 17.80 bpm (beats per minutes) which can be categorized into the medium workload. Using paired t-test, the result is p < 0.05.
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Šafránková, Jana Marie. "Differences in Approaches to Employment of Contemporary Generations on the Labour Market (on Example of Economics and Managerial Study Programmes)." Research Papers Faculty of Materials Science and Technology Slovak University of Technology 27, s1 (2019): 64–69. http://dx.doi.org/10.2478/rput-2019-0043.
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Abstract The paper focuses on some current differences in the current two-generation approaches in the labour market to employment, working conditions and people management. The findings are based on repeated surveys since 2009 focused on the opinions of full-time and part-time students and graduates of some economic and managerial fields of three universities in the Czech Republic and the opinions of selected employees of several companies. The results show that some approaches to work and working conditions differ significantly by age of respondents.
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Greenbank, Paul. "Competing in the graduate labour market: Student perspectives on (not) participating in extra-curricular activities." Journal of Teaching and Learning for Graduate Employability 5, no. 1 (2014): 63–79. http://dx.doi.org/10.21153/jtlge2014vol5no1art568.
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In order to be able to compete in an increasingly competitive graduate labour market students need to develop their 'personal capital'. Participation in a range of relevant extra-curricular activities (ECAs) is a key element to the development of personal capital. This paper carried out in-depth interviews with undergraduates in the first and final years of their studies in order to understand the factors influencing their level of participation in ECAs. The research found that participation in ECAs was generally limited (with little change occurring during the three years of their degree), particularly in relation year-long work placements, volunteering and sporting and cultural activities. Students often engaged in part-time working, but this was for financial reasons, with few students regarding part-time working as a way of developing their employability. The students underlying values, especially their present-time orientation, and the desire to enjoy a particular student life-style, were acting as barriers to engaging in the type of ECAs that would help them to develop their personal capital. This paper suggests that we may be able to motivate students to participate in ECAs by encouraging them to be future-orientated, less risk averse and willing to adopt a more strategic (i.e. 'player') approach to developing their personal capital. The paper proposes that this can be achieved by encouraging students to write about their future possible selves and asking them to undertake research into the different career options open to them.
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Hawken, Susan, Marcus Henning, Ralph Pinnock, Boaz Shulruf, and Warwick Bagg. "Clinical teachers working in primary care: what would they like changed in the medical school?" Journal of Primary Health Care 3, no. 4 (2011): 298. http://dx.doi.org/10.1071/hc11298.
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INTRODUCTION: General practitioners (GPs) working as clinical teachers are likely to influence medical students’ level of community-based learning. This paper aimed to ascertain clinical teachers’ views in relation to The University of Auckland about their clinical learning environment. METHOD: A total of 34 clinical teachers working in primary care contributed to this study. To gauge their level of involvement in teaching and learning, the clinical teachers were asked about issues such as their confidence, available time, sufficient clinical learning opportunities, clear learning objectives to teach students and what they would like changed. FINDINGS: The GPs appeared confident, felt there were sufficient learning opportunities for students and that their students were part of the team. Less experienced teachers expressed less confidence than more experienced peers. There was some hesitancy in terms of coping with time and feedback. Some clinical teachers were unclear about the learning objectives presented to students. CONCLUSION: Several issues that emerged—including available time and financial rewards – are difficult to resolve. Curriculum and selection are evolving issues requiring constant monitoring and alignment with increasing numbers of students studying medicine, increased ethical awareness, more diverse teaching systems and more advanced technologies. Non-faculty clinicians need adequate representation on curriculum committees and involvement in clinical education initiatives. Issues of cultural competency and professional development were raised, suggesting the need for more established links between university and GPs. KEYWORDS: Primary health care; clinical teaching; general practitioners
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Ulumi, Bahrul. "Konsep dan Praktik Literasi Informasi Untuk Mahasiswa: Kasus Mahasiswa Pekerja Paruh Waktu di UPT Perpustakaan UIN Walisongo." Pustakaloka 11, no. 2 (2019): 1–19. http://dx.doi.org/10.21154/pustakaloka.v11i2.1699.
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This article reveals the pratice of information literacy done by students writing final project and working as part time workers at main library. It employs qualitattive approach which is considered the appropriate method to explore how these students implement their information skills to takle their final duties. The research shows that they partially comprehend the concept of information since they actively took part only in library orientation, as a result, they just a bit know about the concept of information ethics, although they are able to correctly finish their final works.
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Jamieson, Sarah, and Jenepher Lennox Terrion. "Building and Mobilizing Social Capital: A Phenomenological Study of Part-time Professors." Stream: Interdisciplinary Journal of Communication 8, no. 2 (2016): 57–70. http://dx.doi.org/10.21810/strm.v8i2.201.
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This paper explores the experiences of new part-time professors (instructors hired on a semester-by-semester basis that have been working at the institution for less than five years) and considers the phenomenon of how they connect with peers. It examines whether a lack of connection exists among part-time professors at the University of Ottawa and how this may affect their experience (i.e. teaching and career), lead to barriers to connection, and affect their social capital (i.e., their ability to access or use resources embedded in their social networks). Using Moustakas’ (1994) phenomenological approach for collecting and analyzing data and Creswell’s (2007) approach for establishing validity, we uncovered several thematic patterns in participants’ experience that indicate barriers to connection and affect the ability to access and mobilize social capital: Feeling uncertain or impermanent, isolated, overwhelmed, and like second-class citizens. The paper concludes that inadequate social capital may not only influence part-time professors – it may also have problematic implications for students, the department, and the University as a whole.
 Keywords: Social capital, barriers to communication, phenomenology, qualitative methods, part-time professors
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Rodríguez, Celestino, Mark Torrance, Lucy Betts, Rebeca Cerezo, and Trinidad García. "Effects of ADHD on Writing Composition Product and Process in School-Age Students." Journal of Attention Disorders 24, no. 12 (2017): 1735–45. http://dx.doi.org/10.1177/1087054717707048.
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Objective: This study examined the relationship between ADHD and writing performance. Method: Students in Grades 3 to 7, 84 with ADHD and 135 age- and gender-matched controls completed a writing task (including process logs), and measures of working memory and attention. Results: Students with ADHD wrote texts of similar length but with poorer structure, coherence, and ideation. In all, 6.7% of the variance in writing quality was explained by whether or not the student had an ADHD diagnosis, after control for IQ and age-within-year, with ADHD students producing text that was less coherent, well structured, and ideationally rich, and spending less time thinking about and reviewing their text. Half of the effect on text quality could be attributed to working memory and sustained attention effects. Conclusion: ADHD has some effect on writing performance, which can, in part, be explained by working memory and attentional deficits.
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Myers, Laura L., and R. Sam Larson. "Preparing Students for Early Work Conflicts." Business Communication Quarterly 68, no. 3 (2005): 306–17. http://dx.doi.org/10.1177/1080569905278967.
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To improve college students’ skills in resolving workplace conflict, the authors studied the types of workplace conflicts that students encounter with peers or supervisors in part-time or seasonal work and with whom they discuss these conflicts. The authors found that most students report conflicts that are process or relational in nature, with few students reporting task-oriented conflict. Nearly all students report discussing the conflict with third parties—individuals outside the organization and/or the conflict—and nearly all students find these discussions helpful in resolving or working through the conflict. Based on their literature review and research, the authors developed scenarios to help students “read” and resolve workplace conflicts. The scenarios use conversations with people outside the conflict—third-party discussions—to help students respond appropriately to the conflict.
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McKechnie, Jim, Cathy Howieson, Sandy Hobbs, and Sheila Semple. "School students’ introduction to the world of work." Education + Training 56, no. 1 (2014): 47–58. http://dx.doi.org/10.1108/et-04-2012-0043.
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Purpose – The aim of this paper is to investigate the type of activities carried out by young people in a range of jobs that are typically undertaken by school students. The research examines opportunities for skill development in these jobs. Design/methodology/approach – The research consisted of a nationally representative survey of school students. Multivariate analysis was used to examine the variables which predict the likelihood that a school student will be employed in a job which has a higher “job activity score” as measured by the frequency and number of activities undertaken. Findings – In total, 38 per cent of school students were working at the time of the survey. The survey demonstrates the diversity of the employment experiences and the opportunities it provides for skill development. The analysis supports the view that this first exposure to employment may offer opportunities for skill development. Unlike previous research in Britain the study is able to explore the extent of variations between jobs. Practical implications – The data demonstrates the extent to which school students combine full-time education with part-time employment and the value of this experience. This raises questions about whether schools should engage with naturally occurring employment experiences. Originality/value – The paper uses a unique British data set to investigate what school students do in their part-time jobs, extending the hitherto limited research in this area. By addressing this issue the paper contributes to the debate regarding the value of this early exposure to the world of work.
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Lindsay, Hilary, and Alan Floyd. "Experiences of using the researching professional development framework." Studies in Graduate and Postdoctoral Education 10, no. 1 (2019): 54–68. http://dx.doi.org/10.1108/sgpe-02-2019-049.
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Purpose The purpose of this paper is to report on a longitudinal study that explored the perceptions and experiences of part-time doctoral students using the researching professional development framework (RPDF) as they progressed through the first year of their EdD programme at a research-led English University. Design/methodology/approach Following an initial questionnaire completed by students and supervisors (n = 18), six students were interviewed at the beginning, middle and end of the year. Findings The findings suggest that students found the RPDF had been of particular value early in their studies and had helped them realise that they were developing their identity as researching professionals, ready to make a difference to professional practice through their research. Originality/value While Doctorate in Education (EdD) courses have been around for some time, supporting frameworks have tended to be based on traditional PhD routes of study, with the unique development needs of part-time students (who are often working full-time and undertaking research into their professional context) often being ignored. To fill this gap, the authors recently proposed a new framework – the Researching Professional Development Framework – which was specifically developed to support EdD students by offering them an opportunity to reflect on key areas of their professional development as they progress through their studies.
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Ogilvie, Chrissy, and Gill Homan. "Everybody wins? Using the workplace as an arena for learning." Higher Education, Skills and Work-Based Learning 2, no. 2 (2012): 102–20. http://dx.doi.org/10.1108/20423891211224595.
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PurposeThe purpose of this paper is to explore the opportunities provided by the workplace as an arena for learning and academic credit for first year undergraduates at Manchester Metropolitan University Business School. The research focuses on the evaluation of a work‐based learning (WBL) module designed for full‐time business students who are working part time to fund their progress through university.Design/methodology/approachPrimary reflective data were gathered in a structured evaluation from a cohort of 85 participating students at the end of the WBL module. A self‐selected sample of 14 of these students provided additional data through questionnaires and interviews. Material was also captured from tutor reflections and some employers who volunteered comments. Recent literature on WBL was reviewed.FindingsSome recent literature suggests that part‐time work has a detrimental effect on student study and attainment. However the findings of this research revealed both anticipated and unexpected benefits, not just for the students but other stakeholders. Students liked the flexible delivery and the opportunity to learn in the workplace rather than the classroom. Students also reported short and longer term career benefits as a result of doing WBL and a boost in job motivation. In addition, there were development opportunities for tutors, employers and the employing business.Research limitations/implicationsThe research was limited to one cohort and was also undertaken by the tutors and not independent researchers. The sample was self selected and was not representative. Employer feedback was limited and possibly unreliable. However, there is clear evidence of positive enthusiasm for this mode of learning and the rich seam of learning opportunities for all parties in this mode of undergraduate delivery deserves more research.Practical implicationsGiven the economic necessity for full‐time students to engage in part‐time employment, this form of WBL that carries academic credit can greatly enhance the curriculum of business students. Linked to the employability agenda WBL could also be included in the curriculum of students taking non‐vocational degrees and this University is currently exploring this development. Working students are offered an alternative form of learning delivery which supports their complex lives by being flexible and perhaps meets the learning preferences of pragmatists and activists more than the traditional classroom.Social implicationsThere is evidence that students who engage in WBL are more motivated and committed employees. They have also contributed to improvements in their workplaces in areas around waste, “green issues” and health and safety. All students, but particularly those from disadvantaged backgrounds, can use their part‐time employment as an asset rather than a hindrance to learning, thus supporting widening participation in higher education. Employers are encouraged to use the intellectual abilities of their student employees to mutual advantage.Originality/valueThe design of the WBL unit and the research is original to the authors. All secondary sources are cited.
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Daiva, Treinienė. "The Concept of Nontraditional Student." Vocational Training: Research And Realities 28, no. 1 (2017): 40–60. http://dx.doi.org/10.2478/vtrr-2017-0004.
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Abstract Nontraditional student is understood as one of the older students enrolled in formal or informal studies. In the literature, there is no detailed generalisation of nontraditional student. This article aims to reveal the concept of this particular group of students. Analysing the definition of nontraditional students, researchers identify the main criteria that allow to provide a more comprehensive concept of the nontraditional student. The main one is the age of these atypical students coming to study at the university, their selected form of studies, adult social roles status characteristics, such as family, parenting and financial independence as well as the nature of work. The described features of the nontraditional student demonstrate how the unconventional nontraditional student is different from the traditional one, which features are characteristic for them and how they reflect the nontraditional student’s maturity and experience in comparison with younger, traditional students. Key features - independence, internal motivation, experience, responsibility, determination. They allow nontraditional students to pursue their life goals, learn and move towards their set goals. University student identity is determined on the basis of the three positions: on the age suitability by social norms, the learning outcomes incorporated with age, on the creation of student’s ideal image. There are four students’ biographical profiles distinguished: wandering type, seeking a degree, intergrative and emancipatory type. They allow to see the biographical origin of nontraditional students, their social status as well as educational features. Biographical profiles presented allow to comprise the nontraditional student’s portrait of different countries. Traditional and nontraditional students’ learning differences are revealed by analysing their need for knowledge, independence, experience, skill to learn, orientation and motivation aspects. To sum up, the analysis of the scientific literature can formulate the concept of the nontraditional student. Nontraditional student refers to the category of 20-65 years of age who enrolls into higher education studies in a nontraditional way, is financially independent, with several social roles of life, studying full-time or part-time, and working full-time or part-time, or not working at all.
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Koivisto, Matti. "Work, Family and School – Balanced Postgraduate Programs for Full-Time Workers in Finland." International Journal of Advanced Corporate Learning (iJAC) 12, no. 3 (2019): 14. http://dx.doi.org/10.3991/ijac.v12i3.11254.
Full textAbstract:
Today employees have to update their knowledge, skills and competencies to excel in the working world. Therefore, the number of adult students has increased in all forms and levels of education including universities. Adult students bring non-traditional characteristics to campuses including part-time enrollment, full-time employment, and increased family obligations. In this paper, an analytical model for analyzing different roles of professionals returning to university is developed. The model is then applied to describe the current support systems for adult learners in Finland and to analyze a Finnish postgraduate program solely targeted for professional returning to college. The findings of the study suggest that programs dedicated to adult learners help returning students to find a better balance between their work, family and school roles and thus overcome more easily the institutional, situational and dispositional barriers to study.