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Knight's Industrial Law Reports goes into a new style and format as Managerial Law This issue of KILR is restyled Managerial Law and it now appears on a continuous updating basis rather than as a monthly routine affair.

Discusses the long existing and confusing problems of establishing the relationship of who is, and who if not, a dependent worker. Reflects developments which have occurred in British law as it affects the employment field, plus an evaluation and analysis of some of the different types of employment relationships which have evolved by examining, where possible, the status of each of these relationships. Concludes that the typical worker nowadays finds himself in a vulnerable position both economically and psychologically owing to the insecurity which exists.

This article outlines the longitudinal consequences for men who participated in the work‐sharing couples study which was a Norwegian, experimental research project in the early 1970s. The aim of the original project was to promote gender equality and a better work/life balance in families; the design involved both spouses working part‐time and sharing childcare and housework. This paper aims to present the results of a longitudinal follow‐up study of the participants in the work‐sharing couples study. In this paper the work‐sharing men's part‐time adaptations and the impact of the work‐sharing arrangement on their careers is the main focus.

The original project had a small scale, interventionist design based on couples working part‐time and sharing childcare and housework; effects were documented by questionnaires and time diaries. In the follow‐up study 30 years later, retrospective life‐course couple interviews with the original participants were used. The current paper is based on an analysis of the couple interviews with a particular focus on the men's careers.

Obtaining part‐time work was not difficult, and working part‐time was mostly uncomplicated for the men. Neither did their working part time for a substantial amount of time have negative career effects, and they were rather successful professionally. Their experiences as work sharers were mainly positively valued at their workplaces as adding to managerial skills. For those who did not have a managerial career, this was due to personal choice rather than any negative effect of working part‐time.

Changing men's adaptations to work and care is high on the agenda in family research as well as in policy making and the findings from this study contributes to new knowledge which is of interest in research as well as policy making.

The original project was unique internationally, and so is the longitudinal follow‐up of this experiment. The work‐sharing men's part‐time adaptations and the longitudinal impact on their careers provide new and contra‐intuitive insights into the question of men, work and family.

This paper aims to summarise the methods and main findings of a study of the environmental impacts of providing higher education (HE) courses by campus‐based and distance/open‐learning methods.

The approach takes the form of an environmental audit, with data from surveys of 20 UK courses – 13 campus‐based, seven print‐based and online distance learning courses – covering travel, paper and print consumption, computing, accommodation, and campus site impacts. Results were converted into energy and CO₂ emissions per student per 100 hours of degree study.

Distance learning HE courses involve 87 per cent less energy and 85 per cent lower CO₂ emissions than the full‐time campus‐based courses. Part‐time campus HE courses reduce energy and CO₂ emissions by 65 and 61 per cent, respectively, compared with full‐time campus courses. The lower impacts of part‐time and distance compared with full‐time campus courses is mainly due to a reduction in student travel and elimination of much energy consumption of students' housing, plus economies in campus site utilisation. E‐learning appears to offer only relatively small energy and emissions reductions (20 and 12 per cent, respectively) compared with mainly print‐based distance learning courses, mainly because online learning requires more energy for computing and paper for printing.

Assumptions were made in order to calculate the energy and emissions arising from the different HE systems. For example, it was decided to include all the energy consumed in term‐time accommodation for full‐time campus students while part‐time campus and distance learning students live at home, only requiring additional heating and lighting for study. Future studies could include more distance and blended learning courses offered by institutions other than the UK Open University and impacts other than CO₂ emissions.

Existing HE sustainability programmes should be broadened beyond considering campus site impacts and “greening the curriculum”. Indeed, were HE expansion to take environmental impacts seriously, then part‐time and distance education should be prioritised over increasing full‐time provision. This appears compatible with the Leitch Review of Skills on continuing education and training for the UK workforce.

The paper represents the only existing quantitative study of this issue.

ARRANGEMENT OF REGULATIONS PART I GENERAL

Building on the self-efficacy theory and self-theories, the purpose of this paper is to investigate students working part-time whilst pursuing full-time higher education in Cambodia. It explores individuals’ part-time working activities, career aspirations and self-efficacy.

Data were collected in a cross-sectional survey of 850 business and social sciences degree students, with 199 (23.4 per cent) usable responses, of which 129 (65.2 per cent of the sample) indicated they currently have a job.

Multiple regression analysis confirmed part-time work as a significant predictor of self-efficacy. There was a positive recognition of the value of part-time work, particularly in informing career aspirations. Female students were significantly more positive about part-time work, demonstrating significantly higher career aspirations than males. Results also suggest that students recognise the value that work experience hold in identifying future career directions and securing the first graduate position.

There are potential implications for approaches to curriculum design and learning, teaching and assessment for universities. There are also clear opportunities to integrate work-based and work-related learning experience into the curriculum and facilitate greater collaboration between higher education institutions and employers in Cambodia.

There are implications for recruitment practices amongst organisations seeking to maximise the benefits derived from an increasingly highly educated workforce, including skills acquisition and development, and self-efficacy.

It investigates the importance of income derived from part-time working to full-time university students in a developing South-East Asian country (Cambodia), where poverty levels and the need to contribute to family income potentially predominate the decision to work while studying.

The purpose of this paper is to report research carried out by the Mixed Economy Group of colleges into the student experience of part time (PT) higher education (HE) delivered in English further education (FE) colleges.

An online survey was completed by 352 PT students. Their responses, including free comments, formed the basis of the report. The authors provide a context for the work by referring to research carried out by other national agencies.

The research illustrates the strengths of college-based HE, which largely derives from delivery by staff who are qualified teachers and, often, professionally active in their field of expertise. Whilst valuing this, students also seek recognition of the demands of work and family on their study time, as well as an identity as HE students within the greater FE environment.

PT HE can drive regional economic growth. By addressing the issues raised by students in the research, local colleges, partner universities, employers and national government can re-build local skill bases. Promoting PT HE develops a vocational ladder to HE, thus widening participation.

Relatively little publically available research exists into the experiences of students pursuing PT HE in colleges. This primary research begins an evidence-based debate about how colleges can improve their offer but also reminds Government of the need to give equal weight to the needs of PT students in future changes to the delivery of HE.

The status of employee which draws the distinction between a contract of service and a contract for services, and the practical aspects of the two relationships have been discussed. The transfer of the employee by the permanent to the temporary employer has also been considered. It is now proposed to treat a variety of employment relationships which will include short term and casual labour, temporary workers supplied by an agency, labour only sub contracting, outworkers, apprentices, students and cadets, part time labour, crown employment, office holders; probationary employees and finally merchant seamen. The criterias discussed and analysed in relation to the status of employee apply to some, but not to all, of these employment relationships.

This chapter focusses on the situation of part-time learners and explores the extent to which policy in England has confounded, rather than facilitated, lifelong learning opportunities. A brief overview of Lifelong Learning policy at Pan-European level is presented with the findings of a specific project which sought to establish what the barriers were to access for diverse student bodies in England, Denmark, Finland and Germany. Then, the authors focus on the ‘perfect storm’¹ in English Higher Education where a catastrophic decline in the numbers of part-time student, generated due to the clash of several policy ‘clouds’, raises questions about the government’s commitment to lifelong learning.

Examinations approach and some specimen material for answers to selected questions may be of use to student technical teachers and of interest to others. The answers given are fuller than would be required, so that the student can be selective in terms of his particular interest and experience. We hope to include in following issues similar developed answers to questions selected from sections A and B of this paper and also from the special method paper. We are grateful to the city and Guilds of London Institute for permission to use these questions.