Weiterempfehlen

Bookmark and Share


How students cope with part-time study

[Zeitschriftenartikel]

Kember, David; Ying, Chan Kwok; Wan, Chan Shun; Yung, Chan Siu; Wai, Chan Tze; Mui, Chang Yuk; Wing, Cheung Kwong; Heung, Lau Kwai; Sam, Lee Lai; Chi, Lee Wai; Wanze, Li Wing Sze; Chuen, Tam Kam; Anne, Tang Oi Yin; Chu, Tse Lin; Jason, Tse Wai

Zitationshinweis

Bitte beziehen Sie sich beim Zitieren dieses Dokumentes immer auf folgenden Persistent Identifier (PID):http://nbn-resolving.de/urn:nbn:de:0168-ssoar-231043

Weitere Angaben:
Abstract This study provides a qualitative test and illustration of a model of how students cope with the demands of part-time study. The model shows that students who are successful in finding the time to complete the requirements of part-time courses do so by adopting three mechanisms; sacrifice, support and the negotiation of arrangements. All three mechanisms operate in four domains, namely work, family, social lives and the self. The mechanisms and domains were related together in a three by four matrix. Data to verify and illuminate the model were gathered by the researchers through an on-line forum discussion on the topic of coping with part-time study. The researchers themselves were studying part-time in a course called Adult Education and Professional Development. Analysis of the data showed that the work domain was very important but little adaptation was possible. The family was seen as the most important domain and all three mechanisms were used. Time was commonly found for part-time study by sacrificing social lives. The self-domain was interpreted as important in establishing motivation and self-determination.
Freie Schlagwörter attrition; coping mechanisms; model; part-time study; persistence;
Sprache Dokument Englisch
Publikationsjahr 2005
Seitenangabe S. 230-242
Zeitschriftentitel Active Learning in Higher Education, 6 (2005) 3
DOI http://dx.doi.org/10.1177/1469787405057662
Status Postprint; begutachtet (peer reviewed)
Lizenz PEER Licence Agreement (applicable only to documents from PEER project)
top