What would part-time students like for a Happy New Year? A letter to ATEC and TEQSA
Kelly Linden and Sarah Teakel, Charles Sturt University
In August, we wrote an article, Putting part-time students on the map, to introduce initial findings of Kelly’s 2025 ACSES Equity Fellowship – Helping part-time students to succeed in a full-time world. This was followed by a second article where we highlighted the importance of extensions in supporting part-time students as a relatively easy and flexible way of accommodating their various needs – No time like extra time: Rethinking flexibility for part-time students. We have now completed the analysis of almost 1000 survey responses and 80 interviews from part-time students studying in Australia, just in time for the new academic year.
A Happy New Year: Principles for success for part-time students
Our research highlights the extent to which part-time students, who, in 2024, make up 35% of all domestic Australian University students, are juggling competing responsibilities, such as caring and work commitments, during a cost-of-living crisis. The students who participated in the research showed us that, although they are incredibly dedicated to their studies, sometimes, university cannot be their number one priority. In many instances, they require flexibility and support to succeed.
Here, we highlight the 12 elements students told us are important for success, presented as 12 wishes for a Happy New Year. The first five are within the sphere of influence of an academic or subject coordinator; what you can do in your subjects (if you are not already!). 6-10 are mostly under the control of university leadership, while 11 and 12 require state and federal legislative changes. Most of these elements benefit all students; however, they are particularly important for part-time students. Many of these elements will also be of no surprise and align very nicely with the principles of Sally Kift’s Transition Pedagogy.
For my subject co-ordinator: Five wishes for a Happy New Year
1. Engaging and understanding lecturers. When asked what is most important in supporting their studies, students commented on the role of lecturers in understanding the complicated lives of students and being responsive to questions. Students also acknowledged the associated workload of “individual professors trying their hardest to ameliorate an irreparably broken system”.
We know that current government funding is challenging traditional workload models. However, it is essential that universities support academic time to connect and empathise with students – whether that be via consultation, preparation, reflection or professional development.
“When lecturers are understanding and show an awareness of the monumental juggling act that is post graduate study with small children, it can completely change your mindset and your ability to engage with your course. Knowing that you have someone in your corner is invaluable.”
And students feed off our passion.
“Excellent lecturers who are experts in their subjects – who inspire me to keep going and keep me interested and challenged.”
2. Quality units and communication. Part-time students appreciate clear expectations being communicated within the unit, and embedded support. They also cited the importance of regular communication from their lecturer.
“Having a breakdown of a week-by-week list of activities that should be attempted.”
3. Content released early. Many students reported that, when possible, they try to get ahead. They appreciate a range of content, including pre-recorded videos, readings and activities, being available from the start of semester.
“Give it to me early. I needed to see what hill I am climbing. I need to know how to pace myself because I’ve got other responsibilities. How am I going to pace myself?”
4. Opportunity to connect with peers. Students highlighted the isolation of studying part-time and told us about the importance of providing an opportunity to connect in synchronous classes, within the discussion board, and also outside of class time. Even better if it is not compulsory, as some part-time students do not come to university seeking a connection. Research has shown that relationship-rich education, and everyday student interactions and connections – with peers and university staff, especially teachers – can provide support and a strong sense of welcome, mattering and belonging.
“Creating spaces (both online and in-person) where part-time students can connect with each other, join study groups, or engage in social events would reduce isolation and foster a stronger sense of belonging.”
5. Minimal compulsory classes. Does that really need to be compulsory? If it does, students need much more notice and as much flexibility as possible, especially for exams, which require significant planning around competing commitments.
“I wish there was more consideration made to the timing of compulsory things e.g., 1-4pm mid-week is really tough for parents of school aged children.”
“Having set times for exams is difficult especially when working or you are a parent as sometimes it can be hard to get that exact time available to do the exam.”
For my university: Wishes 6-10 for a Happy New Year
6. Access to no-questions-asked extensions. We have said it before, we will say it again: for many part-time students, access to no-questions-asked extensions reduces stress and provides an opportunity to manage competing commitments and submit work at a standard that better represents what they are capable of. Ideally, the extension will be long enough to include a weekend, and no documented evidence is required.
7. Access to scholarships. Many universities (like our own) limit scholarship opportunities to part-time students based purely on study load. This is not fair as many part-time students are under considerable financial constraints – particularly those with a disability or family commitments – and are just as deserving as a full-time student.
“There needs to be more support for students studying part time due to health or disability. Especially in scholarships, as studying part time basically disqualifies you for most scholarships.”
8. Early access to a flexible timetable. We heard horror stories of internal part-time students having classes scheduled across 4 days of the week and classes that are offered only during the day or the evening (limiting who can attend). Students also need as much notice of the timetable as possible, and find it incredibly difficult to manage last-minute timetable changes. Timetabling can be a wicked problem; however, a ‘bad’ timetable can be overcome by recording classes and minimising compulsory attendance.
“Frustrating having to go on campus every day for one class.”
9. Part-time study patterns. Many students reported that restrictive enrolment patterns often leave them with no available enrolment options. As a result, some are forced to take an unplanned leave of absence, which disrupts carefully arranged commitments such as work hours and childcare. Students expressed strong support for summer sessions, which allow them to maintain a consistent workload throughout the year; however, students also reported that universities are increasingly cutting summer offerings to reduce costs, further limiting options. Clearer advice around study patterns would be welcomed.
“More clarity around which units should be completed before other units (I did two of mine in the wrong order).”
There was also much commentary regarding studying 1 vs 2 subjects, noting that many students only have the capacity to study 1 subject. However, a tight maximum time to complete policy (such as 2n+2) can make it impossible to graduate in the timeframe.
“Two subjects are too many. One subject is enough for beginners.”
10. Equity in WIL placements. Students highlighted the need for part-time placements and more recognition of prior learning. We heard from students with over 20 years of industry experience who had to take 3 months long service leave to complete their WIL, even though their regular job would count as WIL for any of their classmates. Those experienced students then reported very little supervision while on WIL. In some courses, the university is in control of these decisions, while at other times it is the accrediting body that decides.
“Option to do part-time placements. Understand and acknowledge that not every student is capable of or would like to work full-time.”
For Education Minister Clare and his state and territory counterparts: Two final big wishes for a Happy New Year
11. Financial support. Part-time students needlessly pay tax on scholarships and PhD stipends, and they do not qualify for Youth Allowance/ Austudy. A recommendation of the Universities Accord (Recommendation 15) is to extend Youth Allowance/ Austudy eligibility and provide “pro rata student payments to students who study part-time (between 50% and 74% of a full study load)”, which would benefit many students. The Accord Panel also recommended making part-time PhD scholarships tax-free (Recommendation 26).
“There is NO reason why part time students should have to bear a tax liability where full time students don’t. The probability is so much higher for part time students that someone has caring responsibilities or is a disabled person, or is in a financial position that requires them to work while studying: why on earth are we making the scholarship taxable for this cohort?”
“Payment!!! I had to delay my studies for 3 years as I was unable to afford taking time off for my placements, meaning I could only take theory classes until I qualified for youth allowance.”
12. Public transport discounts based on mode, not load. States provide free public transport to the football, yet part-time, on-campus students pay full fare. This is not fair. Students reported that they should have equitable access to the same benefits as full-time students.
“There’s been no difference from what resources I’ve needed to access from when I was a full-time student to now. I am still ... travelling the same amount to university to attend classes, but I am stripped of all of it including all healthcare benefits and youth allowance access.”
A Flexible and Accommodating New Year
A Happy New Year is about more than fireworks and countdowns – it’s about fresh starts and intentional choices. For universities, that means resolving to create learning environments where part-time students can thrive, by providing flexibility and understanding. If we commit to these principles now, we can make 2026 a year where part-time students feel supported, valued and empowered to achieve their goals. After all, what better resolution could we make than to ensure every student has the opportunity to succeed?
Associate Professor Kelly Linden is a 2025 ACSES Equity Fellow at Charles Sturt University
Dr Sarah Teakel researches student support and success at Charles Sturt University