This study examined the ways in which new students attempt to adjust to part-time study. Data were gathered through interviews with 53 students enrolled in part-time courses in Hong Kong. It was found that the data could be interpreted in terms of the construct of self- direction. The novice students showed a surprising degree of determination towards personal autonomy. When it came to self- management in learning, those least equipped for self-management were the ones tending to show the greatest difficulties in part-time study. Some students were able to find help from teaching staff, fellow students or friends in developing self-direction. It would appear, though, that universities could do more to help students develop self- managed learning capabilities, and if they did so would ease the transition towards becoming a successful part-time student.
[Copyright of Distance Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0158791000210102]

This study investigated the sense of belonging of part-time students through interviews with 53 novice or experienced students enrolled in part-time programmes in Hong Kong. It was found that students were more easily able to affiliate with their class groups or teaching staff than with their department or university. Seven methods are suggested for promoting a sense of belonging. Class cohesiveness can be developed through learning activities and maintaining classes as a cohort. Relationships with teaching staff can be developed through encouraging interaction, providing good quality teaching and making a positive initial impression. There was also evidence that a sense of belonging was more likely to develop if enrolment was through departments and part-time students had access to resources and facilities. The data showed that promoting a sense of belonging contributed to better quality learning outcomes and increased the chances of students completing programmes.
[Copyright of International Journal of Lifelong Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02601370110048809]