04

Improving the
experience
of mature
and part-time
students
Why focus We can see that the landscape of higher
education is changing. Rising costs of higher
on mature education and the desire to improve our
and employability in a competitive job market are
part-time leading to increasing numbers of us choosing to
study part-time whilst continuing to work/bring
students? up children and/or return to study at a later stage
in life.
We are already in a situation in which the
proportion of ‘traditional’ students (who enter
higher education at eighteen, and study full-
time) is decreasing, while universities that cater
specifically for the needs of mature and part-time
students have seen a rapid increase in demand
for their courses. We were therefore keen to
examine, not only the shift in practice that might
need to take place within individual universities,
but the entire shift in culture required of a system
in which those who historically have been viewed
as ‘the exception’ are rapidly becoming ‘the rule’.
In our view, universities can benefit enormously
from increasing numbers of older or part-time
students, through the creation of a more inclusive
and culturally diverse university experience.
Some universities are already leveraging these
benefits, and have made significant changes
to their traditional ways of working in order to
attract and support these student groups – and
we commend this. However, at other institutions,
according to both the student jurors and Forum
members, their experience is not always as
positive as it might be.
You get the feeling that the rules are written
already, not everyone’s up for changing them.
(NSF Member)
61 National Student Forum – Annual Report
Much of what we suggest below may seem
obvious, and most institutions are already
beginning to adapt their practice and provision to
some extent. However, our key message is that
the need to adapt is urgent – and the extent of
the adaptation is potentially radical. The question
“How can we adapt what we already do to
better meet the needs of a changing student
population?” may take us some way towards
improving the experiences of mature and part-
time students. However, we may all do better to
ask ourselves “If we set out to design a higher
education system to meet the current and future
needs of students from scratch, what would be
different – and how quickly can we get there?”
Our approach
We piloted an approach in which we invited
guest students with first hand experience of the
issues facing mature and part-time students to
participate in our work on this topic. We were
also joined in our discussions by Tricia King,
Pro-Vice-Master of the Student Experience at
Birkbeck University (which has a large number
of both mature and part-time students) and
Lesley Rollason, Head of Policy and Planning,
Staffordshire University and co-author
(with Christine King) of Part Time Study in
Higher Education:*
In discussing these two student groups alongside
each other, we are not suggesting that all of
the issues faced by part-time students are
completely interchangeable with those of mature
students. However, there is often an overlap in
terms of the students themselves (i.e. many part-
time students also happen to be mature), and
also in the problems that arise for them due to
the lack of flexibility in current funding structures,
and institutional systems and processes.
Our recommendations for Teaching and Learning
(see Chapter 1) highlighted the urgent need
to increase flexibility of course structures and
modes of study in recognition of this shift in the
student demographic. However, there are other
generic issues that need to be addressed if we
are to improve the experience and the outcomes
for mature and part-time students. In so doing,
universities will also, no doubt, be improving the
experience for other student groups including
disabled students (and mature and/or part-time
disabled students). Unfortunately, while many of
the generic issues we highlight below may seem
obvious, they still need to be addressed if we are
to improve the experience of many mature and
part-time students.
*
commissioned by Government to feed into its Future of HE
Review (2008, ongoing), http://www.dius.gov.uk/higher_education/
shape_and_structure/he_debate/~/media/publications/P/part_time_
studies_and_he_131008
Liam’s story:
an ideal Liam is 36 years old and about to return to study for the first time since
he completed his A-levels 18 years ago. He has been working in an
university office for the last three years and his employers are keen that he should
experience increase his skills set. He plans to study part time so he can continue
working where he is. He has a young son.
for a mature,
part-time
student
Prior to starting at university
Liam recognised the long-term benefits of going
to university, but was quite nervous. He lacked
confidence in his academic abilities and in how
current his study skills were. Most of all, he
didn’t know how he was going to juggle having a
career, being a dad, and studying.
Liam was grateful that he was able to access a
nationally recognised one-stop-shop source of
information that contained everything he needed
to know to help him, and other mature and
part-time students, make their decision about
institution. He could access this service online,
over the phone and in person. He was relieved to
find out that although he would be studying
part-time, he was still eligible for the same
funding, pro-rata, as full-time students.
Once Liam had chosen his university he was
pleased to discover how understanding it was
about his situation. Firstly, he was given the
opportunity, before his course began, to update
his study skills through a series of evening
courses, or a two day intensive course covering
such content as accessing the library, using
electronic resources and referencing. Secondly,
Liam’s timetable was set significantly far enough
in advance that he was able to arrange for
childcare and to let his employer know that he
would be absent from work regularly at the
same time each week for the entire duration
of his degree course. The timetable showed
understanding of his needs in that all of his hours
were in one block of time each week. Thirdly, a
month before Liam was due to begin university
he received a comprehensive pack that included
a mature and/or part time handbook, information
about Freshers’ week, his university user name
and information on how to access his email.
62 National Student Forum – Annual Report
Arriving at university
The first day of Liam’s Induction (or Freshers’)
Week was on the usual day that he was
scheduled to attend university. His department
ran a special induction for the students on his
course. He was guided through the day by his
peer mentor/buddy who was from the year
above him and in the same department – and
had as much access as he needed in person/by
phone/email over rest of the week. Over time, her
support would prove to be invaluable. In Freshers’
Week Liam joined a wine society run by his
student union, enabling him to feel like a student
as well as a parent and employee, rather than just
rushing in and out to do his studies.
Ongoing university experience
Now that he’s at university, Liam finds his
lecturers relatively easy to access. They hold
their office hours on the day he attends lectures,
respond to emails reasonably quickly, and speak
to him on the phone because they recognise
university is just one element to his busy life.
They also give him feedback on his work in a
way that he can access despite the fact that
he’s part-time: rather than posting results on
the department notice board (which isn’t always
accessible at his times of study), they post his
work back to him, or give him brief feedback over
the phone.
Liam appreciates that both his employer and
university understand when work deadlines
clash with university deadlines and that both are
reasonably flexible around dates. However, most
of the time, Liam has found his workload to be
relatively manageable, particularly because his
work is spread equally over the semester.
Liam is reassured to know that if, for any reason,
he is unable to immediately complete his studies,
his university is sufficiently flexible to enable him
to complete it in future, and he will be able to
formally transfer credit for the learning he has
achieved so far elsewhere, if necessary.
Mature and/or Competing priorities
part-time Many mature and part-time students have
students: work and/or family commitments which make
understanding a significant claim on our time – meaning that
the context our studies are not always our first priority, or
at least need to share equal priority with other
important aspects of our lives. Getting the
balance right between work pressures, university
pressures and family responsibility can be
incredibly difficult. Work meetings can clash with
classes or examinations; work deadlines with
essay due dates; and all of these can be further
exacerbated if we are in an unsupportive work
environment or if childcare arrangements
fall through.
All of this can make it difficult for us to find the
time to study, let alone the time to socialise and
integrate properly with other students, if that is
something that is important to us – which it may
or may not be!
Freshers’ Week was a full time affair! I needed
to take a week off work to be able to participate
– or risk feeling that I’d missed out on a key
opportunity to meet everyone and to settle in
properly. (NSF member)
To be honest, as a mature student, I’m really not
that bothered about joining the students’ union –
I’ve got my life outside university, and I’m happy
with it! It’s good to know what opportunities are
there though. (Guest student)
Lack of confidence
In addition, for those who have been out of
formal education for some time, and/or for whom
our former educational experience was not
particularly positive, lack of confidence can be
a major issue. Plucking up the courage to make
the application itself can be the first hurdle –
especially if the process itself seems complicated
and inaccessible.
63 National Student Forum – Annual Report
At Birkbeck, it usually takes 3 years for a mature
student to move from making the first tentative
enquiry through to actual application. In the end
they will often submit their application very late
in the summer because only then do they know
whether they can afford it and whether it is
possible to juggle study with family and work, and
only by then have they built up the courage. Their
needs are very different to full time 18 year olds
and we work hard to meet those needs. (Tricia
King, Pro-Vice-Maser of the Student Experience)
Skills gaps
Those of us who have not been in formal
education for many years, or who have been
working in certain jobs and careers for some
time, may have a gap in some key skills (e.g.
technological, written communication etc) that
can make the prospect of study daunting and
could make it harder for us to succeed once at
university. Technological advances in education
have meant that many of our study resources
are now accessible online and many courses
routinely use technology that we might not
be familiar with. In addition, using the library,
referencing, formal writing and even note taking
are all skills that we may need to learn or refresh.
Different starting points
For those students entering into full-time higher
education at eighteen, the progression and
support routes are clearer – we know we can
get advice from our schools and colleges, from
Connexions etc. However, for those of us who
are ‘outside’ the system, there is no ‘one route’ in.
When I was thinking about becoming a mature
student, I ended up going to Connexions and
telling them I was going to need their help,
because I didn’t know where else to start.
(NSF member)
 Excellence in action: tailoring support for mature and part-time students
within a specialist university
Birkbeck College (part of the University of London) is a specialist provider of part-time education
and describes itself as ‘London’s evening university’. It provides a comprehensive array of courses
from certificates in HE to first degrees, from masters programmes to PhDs – all mostly studied in
the evening.
Most Birkbeck students are mature learners – the average undergraduate is 35, but students of
all ages study at Birkbeck. Most students are juggling study with working and/or raising a family.
Many students are admitted without traditional qualifications.
A new student experience project is currently exploring how best to support the needs of part-
time and mature learners. Phase one of the student experience project is a set of My Birkbeck
student support services that launched in August 2009. The project aims to provide a seamless
student journey through the college, from first enquiry to graduation and beyond, for all students
at all levels.
The My Birkbeck services include:
a new interactive website that will be the starting point for most students’ enquiries and gathers
information from across the college. Experienced Birkbeck students, who are often juggling
study with work and childcare, will be able to resolve issues from home or the office. Less
experienced students or prospective students will be able to talk to someone on the helpdesk.
a ‘one stop shop’ helpdesk will be open when students need it, including evenings and
weekends and will provide access to all the advice and information students need face to face,
over the phone and by email. Helpdesk staff have been trained on the extensive student support
services available throughout the college and will immediately be able to answer frequently
asked questions, enabling other student support specialist departments to deal with more
detailed and complex enquiries.
a new student communication plan that sends timely and targeted information and support
to prospective and current students, especially before and after term one. Over the next few
months Birkbeck will trial using the new communication channels to connect its prospective and
current students with its enthusiastic alumni for mentoring, buddying and careers support.
a new set of induction activities and a new handbook that will ensure that all new students get
the best start possible and help with the transition back to study.
a student support forum that connects the My Birkbeck services with all student support
services across the college. This will allow a dynamic relationship between the support students
are looking for and the services that can help them.
a student voice forum that ensures that the service is meeting the needs of students.
There will be three tiers of service available to students:
level one will be the help desk, providing a front door to all student support services. Referrals
will be made for issues that can’t be resolved immediately and expert advice will be arranged or
an appointment made for a later date; this will reduce the pressure on all specialist services.
level two will be co-located in the front of house area and will include services such as the
library issue and help desk, the ITS help desk, self-service PCs, flexible, one to one interview
spaces and an expanding coffee bar.
level three will be located behind the helpdesk and can be accessed via the helpdesk.
The expertise in school offices will be closely involved with the helpdesk.

Excellence in action: tailoring support for mature students within a non-

specialist university
The Lifelong Learning Centre (LLC) at Leeds University provides specialist support,
services and programmes to mature undergraduate part-time and full-time students. In addition to
running its own part-time certificates, Foundation degrees and Honours degrees, it also acts as a
‘home’ for mature and part-time undergraduates across the institution.
The specialist support it provides includes:
comprehensive web pages with a range of advice tailored to mature students
two-day Academic Support Workshops that include sessions on registering/applying to
university, using the library, writing essays and coping with study
a physical space on campus for mature students can study, socialise, and access specialist
advisors
In the 2007/08 National Students Survey 96% of Lifelong Learning Centre students expressed
‘overall satisfaction’ with their student experience.
For further information visit http://www.leeds.ac.uk/lifelonglearningcentre/

64 National Student Forum – Annual Report

What are the 1. Limited public funding or subsidies
system-specific for part-time students
issues for mature We believe the student finance system unfairly
and part-time disadvantages individual part-time students.
students? We are also aware that universities who
predominantly teach part-time students also tend
to be financially disadvantaged.* We would like to
see both these imbalances redressed.
Part-time students cannot access student
loans and this can lead to massive pressures
on students who may already be juggling work
and families. While some mature and part-time
students are eligible for the access to learning
fund, they often don’t hear of it.
There should be pro rata financial entitlements
for part-time students. It’s just unrealistic to
expect all employers are going to be happy to
pay for this, especially if they think you’re doing it
to get a better job somewhere else!
(Visiting student)
I’m a part-time student who also gets funding
from my employer. Employer co-funding is at
about 41% – but then we are often bound to our
place of work for years afterwards.
(Visiting student)
In addition, only full-time students are exempt
from paying council tax.
2. Lack of entitlement to funding to
re-train in a different area
Some of us who are mature students may have
returned to higher education to retrain due to
losing our jobs, or due to concerns about the lack
of opportunities in the future in the area in which
we originally studied. However, we are concerned
the withdrawal of funding for ELQ (equivalent or
lower qualifications) will have a huge impact on us,
preventing many of us from being able to re-train.
I just don’t understand it. Government says it
needs people to re-train in areas that are going
to be useful to the economy – but then won’t
allow you to apply for another loan to retrain if
you’ve already studied another subject before,
no matter how irrelevant that original subject
may be! Maybe they could drop the ELQ rule for
key skills or subjects – a bit like they did with
the golden handshakes with teaching for the
shortage subjects. (NSF member)
3. Lack of clarity about where to source
independent IAG
For those of us who are looking for a part-time
course, it can be difficult to know where to get
65 National Student Forum – Annual Report
this information, as it is not provided on the
UCAS site. In addition, there isn’t the equivalent
of Connexions or the schools careers advisor to
help us navigate our journey.
Sometime, you don’t even know the right
questions to ask, or what kind of things to take
into consideration. (Visiting student)
Full-time undergrads have UCAS – everyone else
has Google! (NSF Member)
Some colleges run courses which act as ‘feeders’
to university, and some universities run taster
courses – both of which can be great, but we
need to know where to go to get independent
advice before we make a decision about whether
to go ahead with it as a full course.
A taster course can be very misleading about
what it’s like to study somewhere full-time as a
mature student. Also, the college can sometimes
‘push’ you towards their affiliated university –
even though that might not be the right choice.
You need to be encouraged to weigh up the
options and make sure it’s the right place for you.
(Visiting student)
4. Lack of sufficiently tailored IAG
It can be difficult for us to assess whether a
university will suit our needs and enable us to
complete our studies successfully because, at
present, many universities are still providing us
with the information they supply to traditional
students. We need to know how flexible the
university is, what its childcare provision is like,
how many hours/days we will realistically need to
devote to our studies, when university resources
will be available to us, how we can bridge the
gaps in our education etc. For mature students
who are also disabled, the need for specialist IAG
is particularly acute. Lack of this information in
advance leads to higher dropout rates because
we were not able to make a sufficiently
informed decision.
Information also needs to be appropriately
pitched for people who may not have been in
formal education for years.
The information often unwittingly says ‘it’s not
for people like you’ because it’s full of education
jargon. (NSF Member)
Support on how to get an academic reference
when you left school 20 years ago is essential!
(Visiting student)
*
For example, the current funding structure means that Birkbeck,
University of London receives funding as if it were an HEI educating
just over 7000 full time students – when in fact it actually educates
19,000 part-time students. There is a part time funding premium
but it does not come close to covering the costs when all 19000
students need to attend open evenings, use the application and
enrolment facilities, access the library, use student support services,
attend induction etc
66 National Student Forum – Annual Report
What are the 5. Unsympathetic timetabling
system-specific It may sound trivial but, for mature and
issues for mature part-time students who are often balancing
and part-time families, careers and caring duties with their
students? studies, the timetable can be the difference
(Cont...) between successful completion and failure. Some
universities understand this and so, for example,
streamline contact hours into blocks of time at
manageable times of the day.
A 10am start allows for the school run – a 9am
start doesn’t! (Visiting student)
7. Inadequate childcare provision
Childcare provision can be great at some
universities, but many universities have limited
spaces and inflexible opening hours – which isn’t
helpful for those of us studying in the evenings,
or during half-terms or work placements, when
our childcare needs will vary significantly.
I only attend lectures one day per week, but
I can’t access campus childcare because the
nursery requires children to be enrolled at least
three days per week. (Visiting student)

We also need advance notice of the timetable 8. Lack of opportunities to socialise

and consistency of study days to enable us
to plan.
When my timetable changes each semester,
or even each year, these things can be hard to
manage. As a part-time student, I need timings to
be constant. (Visiting student)
6. Lack of sufficiently flexible modes
of study, course structures and study
resources
The issue of flexibility around study modes,
course structures and access to study resources
is clearly critical for mature and part-time
students, but is symptomatic of many students’
increasing expectations of personalisation and
responsiveness in response to a broader societal
shift. We have covered this in more detail in
Chapter 1.
and integrate
As we identified previously, not all mature/part-
time students want to get involved with aspects
of student life beyond the classroom. However,
for those of us who do it can be difficult to
find out about opportunities or activities that
are targeted directly at students like us – or to
know which ones attract such a diverse bunch
that we wouldn’t feel out of place. We also
recognise that integration and involvement with
other students is one way in which the student
learning experience can be improved (and can be
correlated with student success), for this reason
we feel it important that opportunities for wider
participation are available to mature and
part-time students.

It’s so urgent, it’s mainstream! It’s not just for

mature and part-time students. The whole system
needs to move on and adapt to meet today’s
changing world. (NSF member)

This need for flexibility also has implications

for support systems ranging from tutors and
academic staff to student finance advisors; from
student unions to the cafeteria.

It can also be an isolating experience attending

lectures at night, when even the cafeteria is no
longer open. Sometimes it’s the caretaker who’s
directing you to the lecture room.
(Visiting member)

67 National Student Forum – Annual Report

How can universities and
and part-time students?
1. Increase flexibility in modes of study and
The NSF was set up to help to define ‘a reasonable course structures
student experience’ and to make recommendations See our section on general Teaching and
to Government to help to achieve this. However, Learning for further detail
many of our suggestions for improvement fall within
the gift of individual universities and colleges, rather 2. Tailor IAG specifically to the needs of
than government policy. Therefore, we have outlined mature and part-time students
recommended practice for universities and colleges in Systematically promote part-time courses
each of our key discussion areas, against which we invite through UCAS
individual institutions to measure their current practice.
3. Create a ‘know before you go’ pack
We readily acknowledge that many universities and of information specifically to support
colleges may already be implementing some of these prospective mature and
practices, but urge all institutions to consider whether part-time students
adopting new ways of working and/or reviewing the
extent to which guidance is being implemented in 4. Provide and widely promote ‘returning
practice, could lead to further improvement in this area. to learning’ courses that develop
transferable study skills e.g. basic IT,
Our primary recommendation for improving the writing, researching, referencing24
experience for mature and part-time students is to
increase flexibility of modes of study, course content 5. Implement optional buddying schemes
and study resources. Details are outlined in our chapter for mature and/or part-time students
on Teaching and Learning. In addition, we urge all
universities and colleges to take the time to consider 6. Ensure that support facilities and
their current offer from the perspective of a prospective services are also reasonably available
mature, part-time student – and consider the aspects for those studying part-time
that could potentially be easily adapted and those which e.g. student union; finance office; academic
might require a more systematic review. registry; student support services; cafes

In the meantime, we outline below ten steps that 7. Consider offering specific ‘study
universities and colleges can take to improve their overall counselling’ sessions for students who
offer to mature and part-time students. are struggling to cope with competing
study, work and life pressures

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68 National Student Forum – Annual Report

colleges support mature
8. Ensure that timetabling is sympathetic
to the needs of mature and
part-time students
stick to set class times over the course of a
year, don’t change each term
consider whether start/end times enable
students to work around childcare or
work commitments
provide notification of the timetable as early
as possible to enable students to plan for
childcare and/or work arrangement
We recommend that universities and colleges
include the following content for mature and part-
time students in a ‘know before you go’ pack:
The average number of mature and part-time
students studying on the course (broken down
by demographic into number of 21 – 25 year
olds and number of 25+ year olds)
Transparent information about the application
process including how non-traditional
qualifications are assessed for credit towards
meeting application criteria
How to access support during the
application process (e.g. help with getting
academic references)
Information on any funding options and
entitlements that may be available (including
discretionary grants, childcare funding etc)
Early notification of the timetable, both
numbers of hours and specific day/s and times
students will be expected to attend university
An indication of likely peaks in activity and
assessment deadlines during the course
NSF ideal ‘Know Before You Go’ pack for
mature and part-time students
69 National Student Forum – Annual Report
9. Ensure childcare provision is as flexible
as possible25
consider offering ‘pay as you go’ services
that provide additional flexibility
childcare provision should mirror study
patterns (if the course is in the evening,
childcare should be open in the evening too
10. Work with the Students’ Union to
provide social spaces and opportunities
for mature and part-time students
Specifically targeted information from student
unions about:
– the range of services available to all
students, but which highlight those which
may be of particular interest or relevance to
mature and part-time students
– how to get more involved in student life
(if they wish) – either socially or politically
– any activities and social networks aimed
directly at them, or which attract a diverse
range of students in which they won’t
feel isolated
Childcare costs and levels of provision
Information on ‘returning to learning’ courses
(e.g. to support the development of specific IT
and study skills)
Information on the university’s support and
‘buddying’ policies for mature and/or
part-time students
The university policy on work extensions,
deferral of course completion, and re-takes
70 National Student Forum – Annual Report
NSF We have drawn upon our expertise in what it
Recommendations is like to study in higher education to develop
for mature and recommendations that we believe require
part-time students attention at a national strategic level. Some
recommendations may involve a shift in current
policy or practice, or new collaborations at
a national level. However, others may more
appropriately require careful consideration of how
effectively or how widely existing programmes of
work or specific initiatives are being implemented.
We have indicated what it would mean for
students in our day to day lives if these
recommendations were successfully
implemented, along with some potential
indicators of success. As students we are not
experts in the workings of the sector, and we
both value and respect the sector’s autonomy.
We therefore urge Government and/or national
sector organisations as appropriate to consider
how these recommendations might be taken
forward most effectively – either individually or
collaboratively. We invite stakeholders to view our
work as an invitation to engage in an ongoing
dialogue to bring about improvement for all
students in future.

What would this mean for students? How could we measure success?

2. Encourage greater transferability
(of credits) between institutions
(also featured in Teaching and
Learning, Chapter 1)
3. Increase flexibility and innovation
in course structures and modes
of delivery
(also featured in Teaching and
Learning, Chapter 1)
10. Review student finance policy
to provide comparative funding
for part-time students and the
universities that teach them
11. Review ELQ policy, especially
for courses that address
specific skills shortages
I am aware that I can transfer
from one university or college to
another easily
I am able to complete my degree
in a variety of modes to suit my
needs, e.g. full-time, part-time,
modular or distance
In most cases I am able take a
break from my studies and return
to it at a later stage, even if that
is much later
As a part-time student I can
afford to go to university,
regardless of my age or
other circumstances
I can access student loans,
council tax exemptions and
wider benefits packages that are
comparable to full-time students
I am able to return to university
to re-train in a skills-shortage
subject even if I already have
a degree
High levels of awareness
amongst students that
transferring between courses
and between institutions is both
possible and relatively simple
More universities and colleges
accept applicable credit transfer
from another university
Most universities offer choice of
mode of study on most courses
Time limits for completing
degrees are only imposed where
absolutely necessary (e.g. where
course currency is critical e.g.
medicine, law etc)
There is a significant increase
in part-time student applications
and admissions
Increasing numbers of part-time
students are completing
their degrees
More universities have access
to the equivalent of full-time
funding and are offering a much
wider range of part-time courses
Part-time study is no longer
considered to be ‘the exception’
The UK’s skills needs are being
effectively met because more
people are choosing to go back
to university or college (to study
shortage subjects in particular)

71 National Student Forum – Annual Report