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Part-Time Master's Students' Attitudes towards Study and Work

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Title: Part-Time Master's Students' Attitudes towards Study and Work
Language: English
Authors: Jisun Jung (ORCID 0000-0001-6186-5583), Mei Lai (ORCID 0000-0001-5199-6950), Xiaoshi Li (ORCID 0000-0001-6273-7807)
Source: Studies in Continuing Education. 2025 47(1):33-50.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 18
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Adult Education
Descriptors: Part Time Students, Masters Degrees, Graduate Students, Student Attitudes, Student Employment, Study Habits, Work Life Expectancy, Nontraditional Students, Adult Students, Professional Development, Career Development, Foreign Countries
Geographic Terms: Hong Kong
DOI: 10.1080/0158037X.2023.2254244
ISSN: 0158-037X
1470-126X
Abstract: An increasing number of part-time adult learners have enrolled in master's programmes globally for career advancement and personal growth. The educational and working backgrounds of these part-time master's students are diverse. Their motivations for pursuing master's degrees and continued learning are also varied. We explored part-time master's students' attitudes towards study and work through a qualitative research design based on semi-structured interviews with 35 students in Hong Kong from various disciplines. We applied content analysis and qualitative comparative analysis and found that the attitudes of these students towards their study primarily depend on their levels of certainty concerning the master's degree and their careers and whether they have broad or narrow approaches to career development. We identify various attitudes towards study and work among the master's students: "certificate seekers;" "career designers;" "early birds;" and "deferred dreamcatchers." The findings suggest a better understanding of recent changes in values regarding postgraduate degrees and work is required. We also provide implications for how universities can support part-time students' learning at the master's level.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1466220
Database: ERIC
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  Value: <anid>AN0182907073;36r01mar.25;2025Feb12.04:56;v2.2.500</anid> <title id="AN0182907073-1">Part-time master's students' attitudes towards study and work </title> <p>An increasing number of part-time adult learners have enrolled in master's programmes globally for career advancement and personal growth. The educational and working backgrounds of these part-time master's students are diverse. Their motivations for pursuing master's degrees and continued learning are also varied. We explored part-time master's students' attitudes towards study and work through a qualitative research design based on semi-structured interviews with 35 students in Hong Kong from various disciplines. We applied content analysis and qualitative comparative analysis and found that the attitudes of these students towards their study primarily depend on their levels of certainty concerning the master's degree and their careers and whether they have broad or narrow approaches to career development. We identify various attitudes towards study and work among the master's students: certificate seekers; career designers; early birds; and deferred dreamcatchers. The findings suggest a better understanding of recent changes in values regarding postgraduate degrees and work is required. We also provide implications for how universities can support part-time students' learning at the master's level.</p> <p>Keywords: Part-time master's student; master's degree; adult learner; professional development; career advancement</p> <hd id="AN0182907073-2">Introduction</hd> <p>The number of coursework-based master's programmes and master's degree holders worldwide is growing, and student profiles are becoming diverse (Bamber [<reflink idref="bib3" id="ref1">3</reflink>]; Macleod, Barnes, and Huttly [<reflink idref="bib39" id="ref2">39</reflink>]). According to UNESCO Institute for Statistics ([<reflink idref="bib58" id="ref3">58</reflink>]), student enrolment at the ISCED (International Standard Classification of Education) level 7 programmes (equivalent to the master's level) has steadily increased across major higher education systems. About 843,450 students were awarded a master's degree in the US in 2019/20, and the number will increase to 983,000 in the academic year of 2030/31 (Statista Research Department [<reflink idref="bib52" id="ref4">52</reflink>]). Factors such as the massification of undergraduate education, competitive labour markets for university graduates, and the demand for new knowledge and skills for emerging professionals have led to a growing number of master's students (Morgan [<reflink idref="bib42" id="ref5">42</reflink>]; Yang and Chan [<reflink idref="bib59" id="ref6">59</reflink>]). Part-time enrolments are also on the rise, with more working professionals and those seeking to advance or change their careers. The increase in part-time master's students is not new in some developed higher education systems. Since the 1990s, Australia, the US, and the UK have experienced increases in the number of part-time adult learners in master's programmes (Beattie and James [<reflink idref="bib4" id="ref7">4</reflink>]; Knight [<reflink idref="bib34" id="ref8">34</reflink>]; Syverson [<reflink idref="bib54" id="ref9">54</reflink>]). In some systems, a master's degree has become the entry qualification for several professions, such as nursing and teaching (Conrad, Haworth, and Millar [<reflink idref="bib12" id="ref10">12</reflink>]). The expansion of master's education has been an emerging trend in most countries and is mainly driven by the massification of higher education (Calderon [<reflink idref="bib10" id="ref11">10</reflink>]). Undergraduate student enrolment has rapidly expanded in several East Asian higher education systems, and in recent years, this expansion has gradually moved to the master's level (Lee, Kim, and Jung [<reflink idref="bib36" id="ref12">36</reflink>]; Yang and Chan [<reflink idref="bib59" id="ref13">59</reflink>]).</p> <p>A master's degree can help graduates adapt to today's changing labour market. People are increasingly transitioning between jobs, education, and training (Yang, Schneller, and Roche [<reflink idref="bib60" id="ref14">60</reflink>]). The current social and economic environment is affected by demographic changes, globalisation, and technological development, and requires tertiary degree holders to actively and creatively learn and develop their careers (Guichard [<reflink idref="bib24" id="ref15">24</reflink>]). To adapt to these new demands of society and the labour market, many employed people enter master's programmes (Allen and van der Velden [<reflink idref="bib1" id="ref16">1</reflink>]; OECD [<reflink idref="bib45" id="ref17">45</reflink>]).</p> <p>Continuous learning among tertiary degree holders has been referred to as lifelong learning, adult education, or continuing education (Yang, Schneller, and Roche [<reflink idref="bib60" id="ref18">60</reflink>]), and it is agreed that master's education is one of the most common types of continuing education, through which students can update their knowledge and skills in a specific field. Many part-time students are committed to their current jobs, so they expect their programmes to accommodate their working schedules. These demands have brought many changes to master's programmes regarding content, curriculum structure, and the work–study relationship (Clark [<reflink idref="bib11" id="ref19">11</reflink>]).</p> <p>However, we know little about the perceptions of this growing number of part-time master's students, in terms of their studies and work and how they steer their career paths. Some studies have examined their challenges in balancing study and work (Yusuf, Saitgalina, and Chapman [<reflink idref="bib61" id="ref20">61</reflink>]) or relate their work practices to their research (Kowalczuk-Walędziak et al. [<reflink idref="bib35" id="ref21">35</reflink>]). However, most of these studies have focused on a specific field, primarily in professionally oriented programmes, such as nursing (Drennan [<reflink idref="bib14" id="ref22">14</reflink>]), health (Stewart, Campbell, and Wheeler [<reflink idref="bib53" id="ref23">53</reflink>]), education (Dysthe, Samara, and Westrheim [<reflink idref="bib16" id="ref24">16</reflink>]), or business (Blackburn [<reflink idref="bib5" id="ref25">5</reflink>]). Few systematic investigations of the increasing demands for part-time master's studies across fields and what students experience and expect have been conducted.</p> <p>In this study, we explored the attitudes of part-time master's students towards their studies and work. Attitudes reflect a person's evaluative judgements and behaviours towards certain objects and situations (Bohner and Dickel [<reflink idref="bib6" id="ref26">6</reflink>]). Students' beliefs and perceptions of master's studies and work will likely influence their behaviour when pursuing their degrees and career goals. We selected Hong Kong as the research site because its higher education sector demonstrates an expanding and diversifying profile of master's programmes and students (Jung [<reflink idref="bib31" id="ref27">31</reflink>]). Two distinct types of master's degrees are offered in Hong Kong: research-oriented master's degrees (i.e. Master of Philosophy, MPhil) and coursework-based master's degrees, with options for studying full-time or part-time. In almost all discipline areas, a master's by coursework rather than a master's by research attracts more students, indicating its benefits for students, industry, and professions (Beattie and James [<reflink idref="bib4" id="ref28">4</reflink>]; Garcıa-Aracil, Monteiro, and Almeida [<reflink idref="bib21" id="ref29">21</reflink>]), and this is also the case in Hong Kong. So, we focused on the coursework-based taught master's programmes, which are more professionally oriented and accommodate the vast majority of part-time students. Our research questions are as follows:</p> <p></p> <ulist> <item> How do part-time master's students perceive the value of a master's degree?</item> <p></p> <item> How do part-time master's students perceive the relationship between a master's degree and employment?</item> </ulist> <hd id="AN0182907073-3">Literature review</hd> <p></p> <hd id="AN0182907073-4">Part-time master's students</hd> <p>Devlin ([<reflink idref="bib13" id="ref30">13</reflink>]) defined part-time adult learners as non-traditional learners. However, such non-traditional learners are not rare nowadays, as an increasing number of adult learners with previous knowledge and work experience have enrolled in part-time master's programmes. The needs and motivations of mature postgraduate students are very different from those of undergraduates (O'Donnell et al. [<reflink idref="bib44" id="ref31">44</reflink>]), and their demands (Macleod, Barnes, and Huttly [<reflink idref="bib39" id="ref32">39</reflink>]) and professional identities (Tobbell and O'Donnell [<reflink idref="bib55" id="ref33">55</reflink>]) vary considerably. Since part-time students are often from various career backgrounds, developing and enhancing the skills relevant to their current career progression and future employment are essential (Jancey and Burns [<reflink idref="bib30" id="ref34">30</reflink>]).</p> <p>Based on the European Qualifications Framework, Isopahkala-Bouret et al. ([<reflink idref="bib28" id="ref35">28</reflink>]) identified knowledge, skills, and competence as the learning outcomes of a master's degree. They emphasised the competence of master's degree holders, such as their ability to 'manage and transform work or study contexts that are complex, unpredictable, and require new strategic approaches' (<reflink idref="bib24" id="ref36">24</reflink>). This is particularly relevant for part-time adult learners as they can immediately apply what they have learned to solve real problems in their current work. Brenner et al. ([<reflink idref="bib8" id="ref37">8</reflink>]) noted that many adult learners have sufficient learning experience even if they often do not meet the entrance requirements. Anderson ([<reflink idref="bib2" id="ref38">2</reflink>]) suggested that students' experiences of learning and work are both rich and relevant, and their field practices enrich their engagement with the academic curriculum even if they are unfamiliar with academic approaches to discussions and writing styles.</p> <p>A master's degree can be an important aspect of lifelong learning, which is a current emphasis in higher education. Further education after a bachelor's degree provides students with continuous and stimulating learning experiences (Soares and Dias [<reflink idref="bib51" id="ref39">51</reflink>]), which becomes meaningful through individual motivation and self-directed learning (OECD [<reflink idref="bib45" id="ref40">45</reflink>]). This indicates the value of a master's degree. Master's students are often more engaged and active in their learning and knowledge application than undergraduate students (Garcıa-Aracil, Monteiro, and Almeida [<reflink idref="bib21" id="ref41">21</reflink>]; Yang, Schneller, and Roche [<reflink idref="bib60" id="ref42">60</reflink>]). Adult students often expect master's programmes to respond to their diverse interests and offer educational programmes that meet their needs and match their personal and professional characteristics (Zmas and Sipitanou [<reflink idref="bib62" id="ref43">62</reflink>]).</p> <p>In the current employment market, master's education can be regarded as a professional development tool for working adults. Individuals can no longer expect a 'job for life', with careers centred around single jobs and organisations (Tomlinson [<reflink idref="bib57" id="ref44">57</reflink>]). Social and technological change means that postgraduate students must focus on the professional development of their knowledge and skills (Stewart, Campbell, and Wheeler [<reflink idref="bib53" id="ref45">53</reflink>]). Such expectations have also led to changes in curricula, course structures, and delivery modes of master's education, such as emphasising problem-based or work-integrated learning (Durham et al. [<reflink idref="bib15" id="ref46">15</reflink>]; Zmas and Sipitanou [<reflink idref="bib62" id="ref47">62</reflink>]). Ekström, Raatikainen, and Isacsson ([<reflink idref="bib18" id="ref48">18</reflink>]) referred to such demands as a working life-centred pedagogy. By integrating students' working lives into their learning, master's education courses can encourage them to take responsibility for their own learning. Students can then develop a professional identity through continuing professional education and enhancing their expertise (Orrell and Higgs [<reflink idref="bib46" id="ref49">46</reflink>]).</p> <p>A master's degree can also be viewed as a certificate that improves one's career prospects in a competitive labour market (Glazer-Raymo [<reflink idref="bib22" id="ref50">22</reflink>]; Glover, Law, and Youngman [<reflink idref="bib23" id="ref51">23</reflink>]). Through their studies, students can acquire a higher level of qualification, such as a bachelor's degree or a master's degree. The recent increase in coursework-based master's programmes is in part due to students being more concerned with vocational employment than original research (Jung, Li, and Lai [<reflink idref="bib33" id="ref52">33</reflink>]). Professional competence is expected in many occupations and passing examinations or following licencing arrangements may be required (Evans [<reflink idref="bib20" id="ref53">20</reflink>]). Increasingly, master's programmes have followed such trends and provide qualifications for specific professions, and thus the link between 'graduateness' and 'professionalism' has become stronger (Glover, Law, and Youngman [<reflink idref="bib23" id="ref54">23</reflink>]). Master's nursing programmes, for example, have evolved from generic nursing degrees to programmes specialised in specific areas or following a particular approach (Drennan [<reflink idref="bib14" id="ref55">14</reflink>]).</p> <hd id="AN0182907073-5">The Hong Kong context</hd> <p>Hong Kong is a cosmopolitan city, and the government has focused on developing its higher education sector into a regional education hub (Lo [<reflink idref="bib38" id="ref56">38</reflink>]). To attract more non-local students, most universities have launched new and competitive self-financed master's programmes. These institutions have reinvented their degree courses to meet social and economic demands by expanding their range of online programmes and targeting emerging professions. The programmes emphasise the recognition of international and local professional associations (e.g. accounting, architecture) and often provide course exemptions for working professionals (SCMP [<reflink idref="bib50" id="ref57">50</reflink>]).</p> <p>Research-oriented master's degrees (MPhil) are offered in Hong Kong, which are almost equivalent to PhD degrees in terms of admission requirements, but most are coursework-based taught master's degrees. Research components are integrated into the taught master's programmes but emphasise professional development. As government regulations for master's degrees are not strict, individual institutions have the flexibility to launch new programmes and establish the curriculum, admission, and graduation requirements. Most programmes accept both full-time and part-time students. While some study arrangements, such as evening classes and longer study duration, are adapted for part-time students with daily work commitments, the programme structure and degree requirements are the same for all students. The majority of full-time students in taught master's programmes in Hong Kong are from mainland China due to visa restrictions. However, local Hong Kong students are a mixture of full-time and part-time. Mainland Chinese and international students who have the right of abode in Hong Kong on other types of visas (e.g. dependent visa, work permit, or IANG visa) are also eligible to enrol in the master's programmes on a part-time mode. The motivation to undertake a master's programme differs between full-time and part-time students in Hong Kong. Most full-time students are recent university graduates from mainland China who seek a master's degree mainly to find a better job, whereas many part-time local students continue to work and have various motivations for embarking on master's programmes, such as personal growth and professional career development (Jung and Li [<reflink idref="bib32" id="ref58">32</reflink>]). Some studies have focused on master's student experiences in Hong Kong regarding academic adaptation and the university-to-work transition (e.g. Ng, Koo, and Ho [<reflink idref="bib43" id="ref59">43</reflink>]), but have only considered a single institution or programme, suggesting that master's education comprises self-regulating programmes within individual institutions.</p> <hd id="AN0182907073-6">Methods</hd> <p></p> <hd id="AN0182907073-7">Qualitative research design</hd> <p>We applied a qualitative research design when exploring part-time master's students' attitudes towards studying and working in Hong Kong. Our interpretive approach to the phenomenon in this naturalistic inquiry (Lincoln and Guba [<reflink idref="bib37" id="ref60">37</reflink>]) involved focusing on individual motivations, values, and socially constructed reasoning (Merriam and Tisdell [<reflink idref="bib41" id="ref61">41</reflink>]). As Peixoto et al. ([<reflink idref="bib48" id="ref62">48</reflink>]) noted, students' emotional experiences and perceptions are multi-layered and differ considerably. In our methodological approach, we first conducted a content analysis to identify part-time students' attitudes and reasoning when undertaking their master's studies, as no applicable theories have yet been proposed (Hsieh and Shannon [<reflink idref="bib26" id="ref63">26</reflink>]). We derived two categories from the content analysis, which we used to build a model involving four types of individual learning and career pursuit (see Figure 1). From this model, we then conducted a comparative qualitative analysis to establish how individuals represented by these types perceived their lived experiences and socially constructed their identities as learners (Earthy and Cronin [<reflink idref="bib17" id="ref64">17</reflink>]).</p> <p>Graph: Figure 1. Attitudes towards study and work.</p> <hd id="AN0182907073-8">Participants</hd> <p>The interview participants were 35 part-time master's students from five publicly funded universities in Hong Kong, of which 21 were women and 14 were men. In terms of origin, 31 were local students from Hong Kong, three were international students, and one was from mainland China. Six participants were between the ages of 20 and 25, and 25 had at least 2 years of full-time work experience. In terms of funding, 26 reported that they primarily paid for their studies out of their savings or salaries. They studied in a wide range of taught master's programmes, and 30 of the participants undertook programmes that had little connection to their bachelor's discipline. Seven had already obtained at least one master's degree before enrolling in their current master's programme.</p> <hd id="AN0182907073-9">Data collection</hd> <p>Interview data were collected as a part of a broader research project regarding the determinants of pursuing a master's degree in Hong Kong, as approved by the Human Research Ethics Committee at the principal investigator's university. The part-time students involved in this broader project completed an online survey and could register their interest in participating in a follow-up interview by providing their email addresses. According to the research design, we invited the survey respondents from various master's programmes via email to participate in a semi-structured interview. The students followed our interview guide and were asked to share their feelings and opinions through open-ended questions. These questions covered aspects such as their motivation to pursue a master's degree, the value of such a degree, and their priorities and plans regarding their careers. The researchers conducted a preliminary content analysis from the interview responses and built a model based on the two intersecting dimensions of certainty–uncertainty and broad–narrow, to identify the characteristics of part-time master's students' learning and career pursuit. The data collection ended when data saturation (Bowen [<reflink idref="bib7" id="ref65">7</reflink>]) was achieved, i.e. further data collection/analysis was unnecessary as the data collected were considered sufficient for replication across the four types of individuals in our proposed model and to answer our research questions.</p> <p>One researcher conducted the interviews via Zoom from September to December 2021, and each interview lasted between 40 and 60 min. The interviewees gave their written consent to be interviewed and recorded. They could provide their answers in English or Mandarin. The interviews were transcribed verbatim, and those in Mandarin were translated into English. The accuracy of the translations was cross-checked by a second researcher who speaks both languages. We also kept some nuanced expressions in Mandarin alongside the English translations for the translated transcripts to avoid any potential loss or alteration of the original meanings for later analysis. Each interviewee was assigned an ID number to ensure anonymity in the transcripts and data analysis.</p> <hd id="AN0182907073-10">Data analysis</hd> <p>The research team created and commented on the shared documents and regularly discussed them, and they triangulated their understandings and interpretations of the data to establish credibility (Lincoln and Guba [<reflink idref="bib37" id="ref66">37</reflink>]). We first conducted a content analysis and then a qualitative comparative analysis. First, as the theories and literature on this topic are limited, we applied inductive content analysis to reduce and categorise the data (Hsieh and Shannon [<reflink idref="bib26" id="ref67">26</reflink>]). This involved three main phases (Elo et al. [<reflink idref="bib19" id="ref68">19</reflink>]): (<reflink idref="bib1" id="ref69">1</reflink>) a preparation phase in which we selected relevant data, the unit of analysis, and enabled data immersion; (<reflink idref="bib2" id="ref70">2</reflink>) an organisation phase in which we conducted open coding, identified the categories, and embarked on an abstraction process to create concepts; and (<reflink idref="bib3" id="ref71">3</reflink>) from the development of inductive categories, we identified the attitudes towards study and work of the part-time master's students. These are presented in Figure 1.</p> <p>Second, through qualitative comparative analysis, we assessed the extent of the differences in terms of change. We developed descriptive categories from the data via this analytical process (Marton and Booth [<reflink idref="bib40" id="ref72">40</reflink>]; Patton [<reflink idref="bib47" id="ref73">47</reflink>]). We repeatedly searched the transcripts to identify their underlying meanings and intentions and compared them to reveal similarities and differences. Various dimensions were then identified in each of the four groups according to the study goals. The results are thus represented via four descriptive categories, each describing a qualitatively different experience within the group (Marton and Booth [<reflink idref="bib40" id="ref74">40</reflink>]).</p> <hd id="AN0182907073-11">Findings</hd> <p></p> <hd id="AN0182907073-12">Attitudes towards study and work</hd> <p>We examined how the part-time students viewed their learning, career prospects, and the current labour market. Various common features emerged from their accounts. Many of them were certain about their next career steps after degree completion. They anticipated achieving their career goals through further studies, such as changing their career trajectory, obtaining a certificate, or professional development and promotion. However, not all students were certain about their ideal career paths during their studies, and some were not oriented towards a specific career goal. They instead perceived continuous learning as an enjoyable way of developing personally or felt that a master's degree could be potentially useful in the future.</p> <p>In addition, some of the students took a flexible and broad approach to programme selection. They wanted to access knowledge in fields different from their current working industry and to 'expand' or 'change' their experiences. Other students chose their master's programmes based on their accumulated knowledge and experience. They emphasised consistency between study and work and believed in the value of 'specialisation' in the labour market. Consequently, two main directions emerged through their perceptions of master's studies.</p> <p>Our proposed model was based on the participants' attitudes towards career pursuit and degree choice. Their attitudes towards their careers were first divided into certainty and uncertainty categories, and their approaches to selecting a course were divided into broad or narrow. Based on these two aspects, we created a quadrant and identified four types of part-time master's students. In the following section, we examined the narratives of students in each category.</p> <p>Although the participants' narratives determined the type they were allocated to, their attitudes towards master's education and vocational development did not always neatly fall into these categories and were often interconnected, as the factors involved evolve throughout life and are influenced by complex combinations of events. In view of this, our model does not suggest that any one case fully reflects a single orientation, but rather that the participants' attitudes towards and approaches to degree choice and career represent manifestations of the particular features under discussion.</p> <hd id="AN0182907073-13">Certificate seekers (certain and narrow)</hd> <p>Those who are sure about their career directions tend to follow the 'rules of the game' in society and in the labour market, and are typically confident about their plans based on their previous work experiences. They can articulate their expectations in terms of how a master's degree will enhance their knowledge and abilities. This group of nine participants, who we refer to as 'certificate seekers', concentrate on a specific career direction and internalise their career identity based on past experiences. They have pragmatic attitudes and focus on gaining immediate results from their master's courses. A degree is a prerequisite in various professions and can improve the likelihood of career promotion, which motivates such students. The interviewed certificate seekers emphasised that qualifications would be instrumental in furthering their careers. These students believed that a degree's added value would benefit their positional competition and employability. As one participant clearly put it:</p> <p>I decide to do a master's programme, because I want to get a better job as a social worker to improve my salary. Now, more people are getting a master's degree, so if I have a master's degree, I think I have an advantage in looking for a better job opportunity. Most importantly, after this programme, I can get a licence as a registered social worker. (ID 55-Bachelor of Science in Psychology/Master of Social Work)</p> <p>Some of the participants were disappointed that the programmes they had selected did not directly lead to their expected career outcomes. Those who attempted to switch careers relied on certificates to demonstrate their qualifications and meet the requirements of potential employers. Thus, the master's degree was for them a proxy for professional excellence. Although they had accumulated practical work experience in industry, some of these students found it extremely difficult to obtain the qualification because they lacked the relevant theoretical knowledge. For example, a former marketing manager who aimed to become an English tutor shared his experience:</p> <p>I don't come from a linguistics background. I got stuck in academic studies; during the first semester, for each course I took, there were tons of theories. I was unfamiliar with this; sometimes, I needed to use these theories to analyse text. What is that? I had no clue then, so I would say that taking each course would bring me a new challenge. (ID 64-Bachelor of Marketing/Master of Arts in English Language Education)</p> <p>Rather than employment opportunities, some embarked on their master's degrees so that they could enter doctoral programmes. Several participants valued the research and academic components of master's programmes, which could facilitate their future doctoral studies, as the following comment illustrates:</p> <p>I think for the area that I want to go into for my PhD, I needed my master's degree to provide the theoretical foundation. I don't think I could have gone straight into an MPhil. And I needed a taught master's degree to pick up many that I would build upon in my PhD. (ID 62-Bachelor of History/Master of Arts in Literary and Cultural Studies)</p> <p>The different reasons for taking a master's degree further influenced the various attitudes towards academic achievements in job searching. Most of these students paid less attention to the grade they attained, as they believed that this was only important for 'fresh graduates'. However, a few students strove to graduate with a good grade, which would be beneficial for a career in academia.</p> <p>I think grades are only important in terms of finding the first job because undergraduate graduates don't have much proper work experience. So, the academic qualifications and how good they are in their studies would affect a lot in terms of whether they can secure a job, especially a job in a competitive team with a development programme. (ID 44-Bachelor of Mechanical Engineering and Business Administration/Master of Science in Mechanical Engineering)</p> <hd id="AN0182907073-14">Career designers (certain and broad)</hd> <p>The second group of fifteen participants, referred to as <emph>career designers</emph>, were also certain about their career prospects. However, they took a broader approach to planning and managing their career paths. They were more adaptive to changes in society and built their careers through ongoing self-discovery. Their career trajectories were associated with their specific personal values and preferences, and they had developed their careers gradually. For example, one participant described the strategy she adopted to become an educational psychologist:</p> <p>I wanted to be a psychologist for a long time, after having been a social worker for 2 years. When I was working as a school social worker, I met some educational psychologists. I really appreciated their work, and their working style suits me a lot ... (ID 59-Bachelor of Social Work/Master of Arts in Psychology)</p> <p>The students who had little or no academic experience relevant to the industry they planned to work in perceived their master's studies as an entry point into a different field. They described how they changed their careers by studying a different discipline.</p> <p>I decided to do it because psychology was more of an interest than business, and I wanted to learn more about the field, and I also wanted a career that would be more related to psychology than to business, so that is why I initially enrolled. (ID 60-Bachelor of Business/Master of Arts in Psychology)</p> <p>Many participants believed that a master's degree could provide them with more options. The new areas of learning were seen as an exploratory taste of the 'transition' from one field to another and an adaption to their ideal position.</p> <p>Actually, many of my friends in the NGO industry are in social welfare, and they just provided some [career-related] information to me ... It is quite interesting, and I found that what they say is quite suitable for my expected career path. Maybe after the placement, I will have a clearer answer. (ID 56- Bachelor of Public Policy and Political Science/Master of Social Work)</p> <p>Career designers have an open-minded attitude towards different opportunities in the job market. They are more likely to position themselves in new contexts rather than be limited to standard work environments. They tend to step out of their comfort zone to embrace changes and face new challenges at work.</p> <p>I look for new challenges. I don't want to work for 10 or 20 years in the same location and in the same position, so I take on different types of challenges in different positions or in different organisations or even in different countries. (ID 57-Bachelor of Social Sciences in Global Studies/Master of Social Work)</p> <p>Some of the participants described how they changed their career plans during their master's studies and sometimes made bold decisions, like quitting a stable job and making a change.</p> <p>In the second year (of my master's degree), I found that working as a traffic engineer may not really be what I want, so I tried to figure out any other possibilities for work; really any other type of work. Because that dissertation gave me some research opportunities, I tried to be a research assistant ... about half a year later, I decided to be a research assistant full-time and quit my job as a traffic engineer ... Researchers usually have an open mind, so I think working as a research assistant fulfils both of my expectations of a good job. (ID 49-Bachelor of Engineering in Civil Engineering/Master of Arts in Transport Policy and Planning)</p> <p>In addition, career designers are sensitive to developments in the emerging labour market and changes in society. They are willing to follow social trends and design their career paths based on the market's needs. Being up to date and professional about the industry is critical for them. Embarking on a part-time programme can be an attempt to fill the knowledge gap, as one participant reported:</p> <p>My first job was related to web content, so it was after that that I felt that perhaps information technology was a growing field and there were more career prospects. I thought the income was also better than in other fields, from my experience and also from my friends, so that's why I kind of started to pursue my career path in information technology. But then after I quit my previous job, I started as a software engineer. After that job, I feel that there's still much room to grow. (ID 31-Bachelor of Arts in Communication/Master of Computer Science)</p> <p>Flexibility in course content is important, as it can allow students to transfer if they are unsuccessful in their original field. They can look forward to a broader multidisciplinary programme that covers many aspects of the field instead of focusing on a single area. Some students aim to combine separate professional knowledge into a coherent whole, as they recognise connections between disciplines. One participant completed multiple master's degrees to explore various scenarios within the industry:</p> <p>In fact, I found that from our town planning ordinance, there is a law regulating town planning in Hong Kong. This is about town planning, public health, safety, and convenience of society, and so public health is actually one of the elements, but it's not often seen as the same subject. The current pandemic made me think that I would like to integrate a public health perspective when I work in this town planning job. (ID 41-Bachelor of Arts in Architectural Studies/Master of Urban Design/Master of Science in Urban Planning/Master of Laws in Arbitration and Dispute Resolution/Master of Public Health)</p> <hd id="AN0182907073-15">Early birds (uncertain and narrow)</hd> <p>Eight participants tended to 'get prepared' and remained proactive in their career-related activities to develop significant long-term gains. This group of students often took action early to gain advantages over increasing competition, even if they were unsure what careers they would eventually land. Many of the participants mentioned that an advanced degree is unnecessary in their current jobs, but they took the initiative to embark on a master's programme. These participants aimed to equip themselves with more professional knowledge and skills. For example, one participant in a specialised field envisioned future opportunities:</p> <p>A new division has been established, a new working group specifically for dealing with historic relics in the country park. That job is pretty good. I noticed that a budget for this year is allocated to this, which is a new thing, so I want to seize the opportunity. [If] I have this kind of chance, I [can] raise my hand and request to join that group. (ID 73-Bachelor of Science in Geography and Resource Management/Master of Science in Conservation)</p> <p>In comparison, many part-time master's students developed a strong sense of self-enrichment in addition to 'thinking ahead' and 'proper preparation' for their career development. The interviewees (e.g. IDs 50, 52, and 53) were fulfilled through continuous learning in interesting and pertinent areas. They benefited from in-depth explorations of industry-specific knowledge, as the following comments show:</p> <p>I don't have a clear career plan. I guess I just want to enrich my knowledge ... I guess family life, education, and family counselling are related to many services in [my] work, like working with children or young people or working with the elderly. Getting to know more about family work is beneficial for working with all kinds of people in [my] field and that's why I guess this programme is suitable for me. (ID 53-Bachelor of Social Work/Master of Arts in Family Counselling and Family Life Education)</p> <p>These participants considered themselves lifelong learners who did not enter into their studies simply to acquire a certificate. Gaining advanced knowledge in various areas was more of a concern than employability. One participant described the feeling of enjoyment achieved through understanding the whole picture about an industry through extra learning:</p> <p>I will stay at my current job. It just gets monotonous when time passes by and I need to have new insights or new exposure to make my job more fulfilling. So that's why I need to gain extra knowledge regarding health service management or health <emph>per se</emph>, to get more exposure to that so I can do more in my current career position. (ID 45-Bachelor of Medicine and Bachelor of Surgery/Master of Public Health)</p> <p>Many of the participants mentioned that more people with several years of work experience were embarking on master's learning. They were encouraged by this trend to gain further knowledge.</p> <p>I see that a lot of people who work in my industry, the pharmaceutical industry, also do public health, and we are also part of public health, so that's why I think that [a master's degree is] beneficial for my own knowledge of public health and for my job. (ID 68-Bachelor of Pharmacy/Master of Public Health)</p> <p>Most of the participants paid their tuitions out of their personal savings or salaries and considered further education a worthy investment. A few received financial support from their employers to continue their studies. They generally planned their studies around the company's requirements or positional duties. For example, a participant who worked in an IT company chose computer science for further study.</p> <p>I considered doing like a math master's degree, but I think it would just be for my own interest ... I think something like computer science seems a bit more marketable, and it's more related to my day-to-day job. (ID 32-Bachelor of Arts in History and Bachelor of Science in Mathematics/Master of Computer Science)</p> <p>Discussions about return on investment reflected different attitudes towards further study. While some of the participants calculated the costs and benefits, others valued personal gains and work role extension.</p> <p>In terms of monetary return, it has no gain, I only lost the tuition fees, but it does help me rethink some of my clinical practice and how I can do better and engage more with my clients in my current job. (ID 54-Bachelor of Science in Speech and Hearing Science/Master of Social Sciences in Behavioural Health)</p> <hd id="AN0182907073-16">Deferred dreamcatchers (uncertain and broad)</hd> <p>Only three participants were categorised as <emph>deferred dreamcatchers</emph>. Their only motivation was their personal interest in a particular area, rather than any utilitarian purpose. Despite the small sample scale, the attitudes of those in this group revealed how they deal with the conflict between reality and personal inclination in employment. These participants took a roundabout approach to fulfilling their interests that involved fewer risks. They perceived difficulties in switching to the ideal position and waited for the right time in their career explorations. For example, one participant remained in her current job and explored her favoured new area through her master's degree.</p> <p>My current job actually has nothing to do with my further study. I can just work until my retirement without any further study. So, I just think, I can have work–life balance now, so I can pursue a degree that suits my interests. (ID 42-Bachelor of Arts in Translation and Sociology/Master of Social Sciences in Criminology)</p> <p>The 'indecision' was also manifested in their choice of profession for the next stage of life. For example, one participant found the courage to pursue his childhood dream after reaching the peak of his career. However, he appeared to be struggling with his future development in the current programmes because of concerns about opportunity cost.</p> <p>I have worked in this field for almost 15 years. So, I think maybe I should try to treasure something that I like, give myself an opportunity to explore something new ... Of course, giving up my current career is not an easy decision. But I am balancing the two sides because I really don't have much interest in finance, although I can do it; but I wonder whether I'm going to do this kind of job for the next 30 years or what I want. I'm just balancing it, but I have started to think about it very seriously, yeah. (ID 65-Bachelor of Business Administration in Financial Engineering/Master of Professional Accounting/Master of Arts in Psychology)</p> <p>These participants cherished the opportunity to return to campus and enjoyed meeting different people from diverse professions. For example, one participant anticipated becoming refreshed through study:</p> <p>I felt like I wanted to go back to school again, you know when you start working, you realise you're in a work mode, but then it feels like I'm lacking something, and so I wanted to learn something new again. And because I was working in the education field, not necessarily as a teacher but as an education administrator, I felt like I wanted to learn more about education. (ID 70-Bachelor of Arts in Psychology/Master of Education in Gifted Education and Talent Development)</p> <hd id="AN0182907073-17">Discussion and conclusion</hd> <p>This study explored the attitudes towards study and work of part-time master's students in Hong Kong. We developed a model involving four types of orientations: <emph>certificate seekers</emph>, <emph>career designers</emph>, <emph>early birds</emph>, and <emph>deferred dreamcatchers.</emph> The results were based on their certainty or uncertainty about their career paths after completing a master's degree, and their narrow or broad approaches to the value of a master's degree. By categorising student attitudes, the study demonstrates the various motivations, learning experiences, and career plans among part-time master's students. The findings suggest that part-time students are not as homogeneous as working professionals; instead, they have a mixture of backgrounds and expectations in today's master's programmes. The heterogeneity of master's students' needs was suggested by O'Donnell et al. ([<reflink idref="bib44" id="ref75">44</reflink>]) and Bamber ([<reflink idref="bib3" id="ref76">3</reflink>]), who emphasised the need for multiple considerations when examining master's programmes, including their nature and purpose, programme type, study intensity, and structure and delivery. Tobbell, O'Donnell, and Zammit ([<reflink idref="bib56" id="ref77">56</reflink>]) explained that individual life circumstances affect attitudes towards learning and career perceptions among master's students.</p> <p>By comparing the results in detail, we found that the attitudes of <emph>certificate seekers</emph> highlight clear career plans from the time they embark on a master's degree, although many see the learning process as something that they should 'get done' to obtain the degree, as a requisite for the next step in their careers rather than internalising the value of learning itself. We identified differences between <emph>certificate seekers</emph> and <emph>career designers</emph>, although students in both categories were certain about their career development. <emph>Career designers</emph> have more flexible and open attitudes towards their studies and career, which can change at any time depending on their interests and job prospects. A master's degree can help design their careers, and some are willing to take other postgraduate degrees in the future when necessary. They tend to thoroughly engage in learning and broadly link their previous knowledge, skills, and work experiences. Not every participant expressed certainty about their master's degree, and some pursued the degree with the attitudes of 'just in case' or 'why not'. The participants categorised as <emph>early birds</emph> and <emph>deferred dreamcatchers</emph> did not see the immediate outcomes of their master's degree but hoped that it would help them at some point in their future careers. The earlier they prepare, the better they can adapt to the uncertain labour market. Compared with <emph>early birds</emph>, <emph>deferred dreamcatchers</emph> are less attached to the usefulness of the degree. They tend to enjoy the learning experience itself even if they have no direct use for this degree in the future. While our study suggests that <emph>career designers</emph> are more common than others, generalisable claims about the typicality of part-time students' attitudes should be made cautiously.</p> <p>Individual graduates can use their agency and other personal resources and consider their characteristics and attitudes towards study and work to determine their career trajectories (Pham [<reflink idref="bib49" id="ref78">49</reflink>]). Our findings showed how part-time students use their agency differently, according to their attitudes towards study and work. For example, <emph>certificate seekers</emph> appreciate the value of credentials, as they enable them to survive and stand out in the competitive labour market. Brown, Hesketh, and Williams ([<reflink idref="bib9" id="ref79">9</reflink>]) defined these students as 'players' who know what is required for their jobs. For them, the value of a master's degree is defined as tangible, and learning involves straightforward outcomes for a future job, which licences and certificates often prove. However, <emph>career designers</emph> view the labour market as fluid and full of opportunities. A master's degree is vital to achieving their future aspirations. The labour market is uncertain for <emph>early bird</emph>s and <emph>deferred dreamcatchers</emph>, and they try to equip themselves by accumulating knowledge and skills and sustaining their positions. In particular, <emph>deferred dreamcatchers</emph> do not view a master's degree as instrumental but instead embrace learning as a goal.</p> <p>A master's degree is expected to provide a broadened experience that enhances higher-order intellectual skills and improves professional competitiveness for individuals (James and Beattie [<reflink idref="bib29" id="ref80">29</reflink>]; Kowalczuk-Walędziak et al. [<reflink idref="bib35" id="ref81">35</reflink>]). This study demonstrates that learning goals and experience significantly differ according to students' backgrounds. As the enrolment rate in coursework-based master's degrees has outstripped growth in other higher education levels (Isopahkala-Bouret [<reflink idref="bib27" id="ref82">27</reflink>]), understanding student attitudes is the first step in improving the learning environment and the quality of master's programmes. As Hallett ([<reflink idref="bib25" id="ref83">25</reflink>]) pointed out, if institutions do not understand the challenges presented by student diversity, they cannot facilitate students' career transition.</p> <p>The extent of integration between study and work necessary for a master's degree is a matter of debate. Balancing student needs and programme quality is also challenging. As part-time students have become some of the most important educational 'consumers' in coursework-based master's programmes, they have prioritised career relevance in their programme selection. Accordingly, universities have explored more flexible learning environments for master's students, including course exemptions and graduation requirements. If many students aim to obtain a degree rather than have broader learning experiences, what is a reasonable learning goal for all? This dilemma becomes even more serious when the institutional competition to attract more students is severe. Institutions can provide more flexible conditions and improved course design and delivery mechanisms, but the quality of higher degrees and the maintenance of standards have become pressing issues. Quality indicators should be differentiated and specialised according to whether master's programmes are traditional and academic, professional, vocationally oriented, or interdisciplinary. Jancey and Burns ([<reflink idref="bib30" id="ref84">30</reflink>]) emphasised the importance of an ongoing dialogue between academics, students, and industry when considering students' diverse needs and supporting their career transitions, to ensure that career advice and assessments are up to date. Universities and programmes should also consider the needs of mature students who take courses to satisfy their genuine academic interest and who have fewer employment concerns. Instead of a utilitarian approach involving a clear use for the degree to achieve immediate outcomes (such as promotion or career change), these students are eager to engage in campus activities and deepen their learning. Unlike students who directly benefit from the various career services provided by universities, these mature students have a broader concept of support in terms of navigating their learning and extending it to all aspects of their lives.</p> <p>This study contributes to a better understanding of part-time students in master's programmes. Students' differing attitudes are driven by multiple factors, including changes in labour market conditions, perceptions of learning and employment, and the value attributed to master's degrees. Our findings provide practical implications for how today's master's programmes can create a supportive and sustainable learning environment for part-time learners. However, our study has some limitations. First, we only focused on current master's students who are developing their career trajectories. Future studies could follow up with graduates from part-time master's programmes and observe how their planned career paths have evolved. Second, we did not compare demographic characteristics such as age, discipline, or work experience. As attitudes towards study and work will differ according to students' backgrounds, follow-up studies could consider such differences in their analyses.</p> <hd id="AN0182907073-18">Disclosure statement</hd> <p>No potential conflict of interest was reported by the author(s).</p> <ref id="AN0182907073-19"> <title> References </title> <blist> <bibl id="bib1" idref="ref16" type="bt">1</bibl> <bibtext> Allen, J., and R. van der Velden. 2012. Skills for the 21st Century: Implications for Education. 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Items – Name: Title
  Label: Title
  Group: Ti
  Data: Part-Time Master's Students' Attitudes towards Study and Work
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Jisun+Jung%22">Jisun Jung</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6186-5583">0000-0001-6186-5583</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mei+Lai%22">Mei Lai</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5199-6950">0000-0001-5199-6950</externalLink>)<br /><searchLink fieldCode="AR" term="%22Xiaoshi+Li%22">Xiaoshi Li</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6273-7807">0000-0001-6273-7807</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Studies+in+Continuing+Education%22"><i>Studies in Continuing Education</i></searchLink>. 2025 47(1):33-50.
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  Label: Availability
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 18
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Adult+Education%22">Adult Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Part+Time+Students%22">Part Time Students</searchLink><br /><searchLink fieldCode="DE" term="%22Masters+Degrees%22">Masters Degrees</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Employment%22">Student Employment</searchLink><br /><searchLink fieldCode="DE" term="%22Study+Habits%22">Study Habits</searchLink><br /><searchLink fieldCode="DE" term="%22Work+Life+Expectancy%22">Work Life Expectancy</searchLink><br /><searchLink fieldCode="DE" term="%22Nontraditional+Students%22">Nontraditional Students</searchLink><br /><searchLink fieldCode="DE" term="%22Adult+Students%22">Adult Students</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Development%22">Professional Development</searchLink><br /><searchLink fieldCode="DE" term="%22Career+Development%22">Career Development</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Hong+Kong%22">Hong Kong</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/0158037X.2023.2254244
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0158-037X<br />1470-126X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: An increasing number of part-time adult learners have enrolled in master's programmes globally for career advancement and personal growth. The educational and working backgrounds of these part-time master's students are diverse. Their motivations for pursuing master's degrees and continued learning are also varied. We explored part-time master's students' attitudes towards study and work through a qualitative research design based on semi-structured interviews with 35 students in Hong Kong from various disciplines. We applied content analysis and qualitative comparative analysis and found that the attitudes of these students towards their study primarily depend on their levels of certainty concerning the master's degree and their careers and whether they have broad or narrow approaches to career development. We identify various attitudes towards study and work among the master's students: "certificate seekers;" "career designers;" "early birds;" and "deferred dreamcatchers." The findings suggest a better understanding of recent changes in values regarding postgraduate degrees and work is required. We also provide implications for how universities can support part-time students' learning at the master's level.
– Name: AbstractInfo
  Label: Abstractor
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  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1466220
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1466220
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      – Type: doi
        Value: 10.1080/0158037X.2023.2254244
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 33
    Subjects:
      – SubjectFull: Part Time Students
        Type: general
      – SubjectFull: Masters Degrees
        Type: general
      – SubjectFull: Graduate Students
        Type: general
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Student Employment
        Type: general
      – SubjectFull: Study Habits
        Type: general
      – SubjectFull: Work Life Expectancy
        Type: general
      – SubjectFull: Nontraditional Students
        Type: general
      – SubjectFull: Adult Students
        Type: general
      – SubjectFull: Professional Development
        Type: general
      – SubjectFull: Career Development
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Hong Kong
        Type: general
    Titles:
      – TitleFull: Part-Time Master's Students' Attitudes towards Study and Work
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