Making universities a part time world

Associate Professor Kelly Linden, Charles Sturt University, has produced a well researched report "Is the problem us? Helping part-time students succeed in a full-time world" (5 August 2026). Unfortunately Professor Linden comes to the wrong conclusions and recommendations. The report points out that just over a third of domestic Australian university students are part time. These students have lower rates of success and retention, and are more likely to belong to an equity group. The report also points out Australian universities are set up primarily for full time students. I suggest the official figures understate the proportion of part time students, with many of those enrolled full time having work or family commitments, and so being effectively part time. It is not that these part time students need special support: the design of programs needs to be flipped to have them design for part time by default. All students can be offered the same quality online learning, with optional campus activities.

Professor Linden recommends more support for the part time students. I suggest this is missing the point. As most of the students are in effect, part time, online, programs should be designed for this mode of learning. This is not difficult or expensive to do, and ultimately simpler than designing for full time face to face students, then have to make special arrangements when it turns out most students are not. There should be facilitates on campus for students who can mange to get there regularly, but this should not be required or assumed by course designers. The facilities should be available for extended periods. 

These suggestions are informed by two experiences I had as a part time graduate student. As an on campus night student after work I was required to attend in person lectures, at night, in Canberra, in winter. The coffee shops and administrative offices were closed, the campus was cold and dark. We would go to the lecture and then immediately leave. I missed one lecture and asked the lecturer for notes. I was told to get them "from a friend", but I knew no one in the class, as there was no opportunity to do so. I decided to withdraw from the program, but even to do that I had take time off work during the day, when the office was open. 

My night school experience contrasts with being an online student in Canada. Despite being 13,000 km from campus, in another country, I was made to feel welcome. I could contact my instructors and the administrative staff any time. Most learning was asynchronous, and real time events were scheduled to suit those in different time zones. There were icebreaker activities to meet fellow students. Being an internaional online student was less lonely and more human, than being an on campus night student had been.