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.

At-risk Student Management Trial Got Students to Withdraw Before they Failed But Not Engage

The Australian Centre for Student Equity and Success (ACSES) has reported on a randomised trial of techniques to help at-risk student management (AARSM). In the trail students who did not interact much with a course learning management system were identified: some were offered help, others not. The trial found that the students with intervention were more likely to withdraw early from the course and thus not be recorded as a fail, but were no more likely to pass the course than those who were not offered help. This result doesn't surprise me, as it is in line with my experience teaching. What does concern me is that the intervention mentioned I had assumed would be part of standard course design and teaching, not anything special. 

The way I have designed courses is to have a small assessed task each week. In the first few weeks the instructors notes say to check which students failed the task and in particular which did not attempt it. Each such student can then be sent a message asking if they need help and pointing out where they can get it. After a few weeks students can be identified as at risk and referred to the relevant person for action.  Using this approach, I find students rarely fail, as students who are having difficulty early on either have their problem addressed, or withdraw.

It doesn't surprise me that few students are helped by intervention, as their problems are, in the main, beyond of the scope of the educational institution to help with. However, even just nudging students to withdraw before they fail can at least avoid making their problems worse.