It is important to make a comparison between the different elements as they relate to institutions of higher learning in the UK. One of the elements that would be established is based on the fact that most people normally prefer taking up full-time studies as opposed to part-time. They could have the view that it would provide them the chance to grasp most of the information that they are normally accorded. With such regard, there is the chance that they would learn better. There is also the view that most people normally prefer learning at institutions found in England.
The UK has many higher education institutions. These institutions are geared towards the provision of knowledge and skills to students. Interestingly, these institutions cater for many students who are drawn from different regions. These are such as the UK, other students who belong to the European Union, those Europeans who do not belong to the European Union as well as those whose nationality is not clearly identified. The higher education institutions also cater for both undergraduate and post-graduate students (Bryson, 2016, p.13). They also offer different modules of study, which include both the part-time and full-time. With such regard, they are able to cater for the needs of various learners. They are also able to ensure that they remain relevant to the developments that take place in the educational sector with the view of being able to impart relevant skills to the students (Johnson et al., 2015, p.11). The paper aims to analyze the statistics that relate to the UK higher education system.
Data shows that full-time students are more than part-time students in both post-graduate and undergraduate arenas. For the post-graduate arena, the number of students who are enrolled to the full-time mode is 305445 while those who are enrolled to part-time courses are 232740. In the undergraduate arena, the number of students enrolled to the full-time study is 1391705 while those enrolled to part-time courses are 336190 (App 1 & 2). The case, therefore, shows that most students do prefer enrolling to full-time studies where they are able to offer a lot of concentration to the different concepts that they are being taught (Siamagka & Christodoulides, 2016, p.20). The case could also mean that most of the courses that are offered at institutions of higher learning are highly tasking. As a result, they do require people who are able to be enrolled to them on a full-time basis with the aim of being able to capture most of the concepts that they are taught.
Full-time and part-time students
In comparison, the standard deviation for the part time post-graduate students in England in 2014/2015 academic year was 1361.29 (App 1). The figure is way lower compared to those of full time students, which was determined to be 2112.9 (App 2). With such regard, there is a view that most of the students who study under the full-time mode of study have their indices located around the mean, compared to that of part-time students, which is widely distributed (Rogers et al., 2014, p.5).
Under-graduate and post-graduate students
A correlation relationship was carried out between full-time undergraduate students for 2014/2015 academic year with that of full-time post-graduate students. A correlation index of 0.615 was obtained. Given the fact that the figure is close to +1 than 0, it shows that there is a big relationship between a person doing a full-time study at undergraduate level and him also doing full-time course at post-graduate level (Gateley, 2015, p.28). One of the elements that could be tied behind the case is based on the fact that such an individual is normally used to such method of study. The individual would, therefore, resort to the use of some strategies that he learnt during the undergraduate study with the view of being in a good position to grasp the information that he may be taught in class with a high level of effectiveness.
Comparison of enrollment according to region
A comparison made in regards to the number of students enrolled to the different institutions of higher learning according to region showed that most of them were enrolled to institutions found in England (App 4). The findings also showed that Scotland had the second highest number of students who are enrolled to institutions of higher learning. One of the major reasons behind the case is based on the fact that England is bigger geographically. It also has the largest number of higher learning institutions (Siamagka & Christodoulides, 2016, p.20). With Such regard, there is the chance that most people would end up being accommodated to the institutions found in the area. The case would also mean that it would end up offering more learning opportunities to students who could have the willingness to enroll to the different post-graduate institutions that it makes at their disposal.
Difference between 2014/2015 and 2015/2016
The number of students who were enrolled to institutions in the US happened to increase from the academic year 2014/2015 to 2015/2016. With such regard, there is a view that the number of enrollment would mean that more people would be interested in studying in institutions found in the UK (Figure 1). There is, therefore, the view that the institutions would need to invest more in education with the view of ensuring that they are able to offer the additional number of students who have been enrolled to the institutions of higher learning (Altbach, 2015, p.27). One of the reasons that could be linked to the increase is based on the fact that there is a continuous increase in the population of people around the world (Underwood et al., 2015, p. 17) There is, therefore, the view that people outside the UK and also outside the European Union would wish to study in the country with the view of having a chance to gain access to a much better
Figure 1.0 Number of HE students enrolled
To sum up, in comparison, there is the view that England has more students compared to other regions within the UK. One of the elements behind the case lies in the fact that England is larger compared to other regions. It also has many institutions of higher learning. With such regard, there is the view that it would have the chance to offer people the opportunity to learn from the institutions that are found in the region. There is also the view that most people normally prefer taking up full-time studies as opposed to part-time studies in the institutions of higher learning.
Altbach, P., 2015. Perspectives on internationalizing higher education. International Higher Education, (27).
Bryson, C. 2016. Engagement through partnership: Students as partners in learning and teaching in higher education. 12-27
Gateley, D. E. 2015. A policy of vulnerability or agency? Refugee young peoples opportunities in accessing further and higher education in the UK. Compare: A Journal of Comparative and International Education, 45(1), 26-46.
Johnson, L., Adams Becker, S., Estrada, V. and Freeman, A., 2015. The NMC Horizon Report: 2015 Higher Education Edition. New Media Consortium. 6101 West Courtyard Drive Building One Suite 100, Austin, TX 78730. 11
Rogers, A., Bear, C., Hunt, M., Mills, S. and Sandover, R., 2014. Intervention: The impact agenda and human geography in UK higher education. ACME: An International Journal for Critical Geographies, 13(1), pp.1-9.
Siamagka, N. T., & Christodoulides, G. 2016. Social Media in Higher Education: An Investigation into UG Marketing Education in the UK. In Marketing Challenges in a Turbulent Business Environment (pp. 19-23). Springer, Cham.
Underwood, J., Ayoade, O., Khosrowshahi, F., Greenwood, D., Pittard, S. and Garvey, R., 2015, March. Current position and associated challenges of BIM education in UK higher education. In BIM Academic Forum. 17
Full-time for England 1650
Standard Error 185.3131
Standard Deviation 2112.895
Sample Variance 4464325
Standard Error 119.3926
Standard Deviation 1361.285
Sample Variance 1853096
Column 1 Column 2
Column 1 1 Column 2 0.615049 1
Full-time Part-time Full-time Part-time
Total England 251680 190905 1140300 261215
Total Wales 15500 12605 76550 28305
Total Scotland 33435 22765 34965 149210
Total Northern Ireland 4830 6465 11705 42065
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