Improving the Postsecondary Education Experience of Part-Time Learners
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| Title: | Improving the Postsecondary Education Experience of Part-Time Learners |
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| Language: | English |
| Authors: | Ginger Burks Draughon, North Carolina State University (NCSU), Belk Center for Community College Leadership and Research |
| Source: | Belk Center for Community College Leadership and Research. 2025. |
| Availability: | Belk Center for Community College Leadership and Research. 706 Hillsborough Street, Raleigh, NC 27603. e-mail: belk_center@ncsu.edu; Web site: https://belk-center.ced.ncsu.edu/ |
| Peer Reviewed: | N |
| Page Count: | 11 |
| Publication Date: | 2025 |
| Document Type: | Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Part Time Students, Student Experience, Barriers, School Policy, Educational Practices, Academic Persistence, Undergraduate Students, Student Characteristics, Student Diversity, Data Collection, Financial Support, Alignment (Education), Student Needs, Training, College Faculty |
| Geographic Terms: | North Carolina |
| Abstract: | In this research brief, the author examines the unique challenges and experiences of part-time learners, as well as the institutional policies and practices that support and impede their long-term success and degree attainment. To bridge gaps in research about the part-time student population and institutional practices that impact their persistence, this qualitative research explores the experiences of part-time students enrolled in baccalaureate degree granting public doctoral institutions. This research highlights several key action areas for policymakers and campus leaders to address changing demographics, support diverse learners and remove barriers to part-time learner success in postsecondary education such as expanded data collection, greater financial supports, better alignment between programs and the needs of part-time students, and increased training opportunities for faculty, staff, and advisors on how to best support part-time learners. |
| Abstractor: | ERIC |
| Entry Date: | 2025 |
| Accession Number: | ED675064 |
| Database: | ERIC |
| Abstract: | In this research brief, the author examines the unique challenges and experiences of part-time learners, as well as the institutional policies and practices that support and impede their long-term success and degree attainment. To bridge gaps in research about the part-time student population and institutional practices that impact their persistence, this qualitative research explores the experiences of part-time students enrolled in baccalaureate degree granting public doctoral institutions. This research highlights several key action areas for policymakers and campus leaders to address changing demographics, support diverse learners and remove barriers to part-time learner success in postsecondary education such as expanded data collection, greater financial supports, better alignment between programs and the needs of part-time students, and increased training opportunities for faculty, staff, and advisors on how to best support part-time learners. |
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