Abstract
This article explores the largely negative view of part‐time higher education in contemporary policy discourse and the academic community. It presents the available data and re‐interprets it in a positive way demonstrating that part‐time students are not only in the (silent) majority but represent a model of lifelong learning, generate significant income for the universities and represent a resource of great potential for higher education. However, it concludes that there remains an outstanding research agenda and policy debate before its full potential can be realised.
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