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The purpose of this paper is to present the results of the authors’ questionnaire survey focused on the comparison of study motivation and job expectations of full-time and part-time students of Russian universities and identify main problems of higher education and graduate employment and suggest their possible solutions.

The authors’ questionnaire survey was conducted from March to October 2018. The respondents were full-time and part-time bachelor’s and master’s students from 30 regions across Russia. The relevant data were obtained from 1,051 students. The data analysis was based on the calculation of relative frequencies (as a share from the total number of respondents) and the evaluation of the dependence of responses on the form of study (full-time students and part-time students) using contingency tables and χ² tests of independence.

The results of the authors’ questionnaire survey support the assumption that the current generation of full-time and part-time students of Russian universities studies to succeed in the future. Surveyed university students certainly have a high motivation to study, but at the same time, they seem to have too high expectations about their future work and career, which can negatively affect their future success in their jobs if they do not have appropriate knowledge, skills and abilities.

The results of the authors’ questionnaire survey show some unique tendencies in the Russian university students’ attitudes to study, work and career that are worth attention both from the point of view of universities and from the point of view of employers and their current approaches to the education and the employment of the current generation of young people. The results open up new possibilities for further research focused on the higher education and the employability of the new generation of work force.

The subject of part‐time work is one which has become increasingly important in industrialised economies where it accounts for a substantial and growing proportion of total employment. It is estimated that in 1970, average annual hours worked per employee amounted to only 60% of those for 1870. Two major factors are attributed to explaining the underlying trend towards a reduction in working time: (a) the increase in the number of voluntary part‐time employees and (b) the decrease in average annual number of days worked per employee (Kok and de Neubourg, 1986). The authors noted that the growth rate of part‐time employment in many countries was greater than the corresponding rate of growth in full‐time employment.

The purpose of this study is to examine the benefits and challenges of simultaneously participating part-time in a doctoral program and teaching full-time in the K-12 classroom.

In this study, the author used autoethnography to examine the benefits and challenges she faced as a part-time doctoral student and full-time, public high-school English language arts teacher.

The findings included that managing finite personal resources such as time and mental bandwidth constituted a challenge while simultaneously existing in both worlds created a unique perspective derived from the knowledge, ideas and events in each world constantly prompting reflection on the other. Additionally, benefits – the synergy between research and practice – and challenges – the frustration that occurred when potential crossover faced resistance – resulted from the cross-pollination between studying and teaching. Finally, inhabiting both worlds ended up changing the author’s plans, raising questions about where to go upon finishing her degree.

Scant research exists about part-time doctoral students in general, even less research exists on part-time students who work full-time in any profession, and even less broaches teachers’ experiences teaching full time while in a doctoral program. Given the need for classroom realities to better inform research and policy, examining the possibilities regarding part-time doctoral programs for teachers holds potential for both practice and research to speak to one another.

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 article outlines the results of survey research on part‐time programming at Canadian universities and the needs and characteristics of undergraduate student populations with potential for part‐time degree completion. Data on Canadian universities were examined in four major categories of variables including institutional backgrounds, part‐time degree programmes and programme administration, evening and weekend course offerings and course administration, and services for part‐time students. Data from student groups were examined in six categories including demographics, academic backgrounds, finances and employment, educational expectations and student services, technology and alternative delivery methods, and advantages and disadvantages of part‐time attendance. Findings suggest changes may be necessary in university functioning in order to serve part‐time student populations better. Implications for institutional policy and practice are discussed in four general areas: part‐time enrolments and degrees; evening and weekend programming; demographics, student services and cost‐effectiveness; and technology and alternative delivery.

The information needs and practices of part‐time and distancelearning students in higher education (HE) in the UK outside the Open University (OU) have been evaluated. In recent years, the government has pointed out the importance of individuals engaging in lifelong learning initiatives, in order to remain competitive in a globalised economy which draws increasingly on cumulative knowledge creation. In response, the HE sector in the UK offers a growing number of its programmes on a part‐time and/or distance‐learning basis for students who can remain in full‐ or part‐time employment while studying for their qualifications. We trace the history of adult education with its corresponding study modes, and set the experience of students within the wider framework of educational change in the information society. We distributed a questionnaire and conducted telephone and face‐to‐face interviews with a substantial sample of part‐time and distance learners. Based on our research findings, we question whether the information‐gathering practices of part‐time and distance‐learning students best reflect the pedagogical concept of lifelong learning. Our results show that university libraries considered in our sample often do not cater for the specialised needs of part‐time and distance learners, which leads to an increasing use of the Internet and employer resources as a substitute for traditional information channels. Students have major problems coping with the complexity of the WWW, and we make recommendations on how to improve existing information services in HE.

This study investigates the relationship among preference for full-time employment, primacy of part-time employment, and work-related outcomes in a nationally representative sample of part-time college instructors. Results based on multilevel cross-classified random effects models indicate that part-time faculty who prefer full-time positions report working on average more hours per week and express greater work-related dissatisfaction than those who choose reduced work hours. Individuals whose part-time jobs are their primary jobs have less job satisfaction but work longer hours than those who treat part-time work as secondary. Finally, those who prefer full-time employment report more negative job satisfaction when the primacy of their part-time jobs is high.

The purpose of this paper is to examine differences of the perceived internal marketing practices (IMP), job satisfaction (JS), organizational commitment (OC) and turnover intention (TI) between full- and part-time employees and to incorporate employment status as a moderator in the restaurant employee turnover model.

The target population included current restaurant full- or part-time employees in the USA. The questionnaire was distributed to potential participants through an online survey that the company used to collect nationwide data.

Full-time employees’ perceptions of the IMP were comparably greater than those of part-time employees, and full-time employees were also more committed to the organization and had less intention to leave than their part-time counterparts. Significant moderating effects of employment status existed in the restaurant employee turnover model.

The current study may not adequately capture the differences between full- and part-time employees by asking respondents to identify their employment status.

IMP should be facilitated at the management level to provide insight and value to their employees, and more attention and effort in the internal marketing and human resource practices for part-time employees are needed to have more satisfied and committed employees, and, in turn, better performance.

The literature on full- and part-time employees was incomplete, and there was minimal research that tested differences between full- and part-time employees in the foodservice industry.

This paper presents the results of an investigation into the relative costs of part‐time and full‐time education at Colleges of Advanced Education. Estimates of the relative net private, social, and institutional costs indicate that the private and social costs of part‐time education may be significantly below those of full‐time study, but that the institutional costs may be higher. However, differential rates of attrition may influence the estimates made, as would the value placed upon the leisure foregone by part‐time students.

This paper aims to expand the theory of situated learning with the application of technology and provides a technology-based situated learning model with suggestions for doctoral program design.

A literature review of the relevant topics was conducted. Themes emerged by the systematic review of the relevant studies and theoretical framework.

Studies reveal that part-time doctoral students often feel unsupported, dissatisfied and disconnected with their program. Many of these issues may be mitigated by faculty and peer mentoring, and various forms of asynchronous communication through a situated learning framework with interactive communication technologies.

Research of doctoral education should pay more attention to part-time doctoral students and investigate the quality of their programs given their individual needs, and how their progression and completion can be achieved through the innovative approaches proposed in this study.

Program designers may use a technology-based situated learning approach in program design to fulfill part-time doctoral students’ needs toward enhancing mentorship, students’ academic self-efficacy and career preparation. Further support is offered through a virtual community of practice.

This paper draws researchers’ attention to program design and part-time doctoral students’ retention and completion of a doctoral program.

This study provides an innovative synergetic model that helps administrators and program designers to design doctoral programs and motivates researchers to conduct research regarding part-time doctoral students.