Tertiary Entrants Research Articles

Less inequality through universal access? Socioeconomic background of tertiary entrants in Australia after the expansion of university participation

This article investigates the consequences of an expansion of domestic university places in Australia after 2009 for inequalities in access to tertiary education. I focused on how different individual-level socioeconomic factors were influencing not only the likelihood of continuing education at the tertiary level but also a type of institution one studies at. Thus, I simultaneously analyse vertical and horizontal dimensions of inequalities in access. The expansion has not dramatically changed the differentiated access within different socioeconomic groups. However, the influence of parental education and secondary school context on continuing education has weakened. But those who have benefited the most are young people from upper service class. They not only approach near-universal access faster than other social classes but also improve their relative chances to study at the most prestigious institutions. Controlling for academic ability at the age of 15 showed that socioeconomic background continuous to matter after that age. This means that student-oriented equity policies undertaken closer to the point of transition to tertiary education have a capacity to decrease educational inequalities. Results are discussed against the background of the current higher education policy trends regarding equity in access.

Counting on the basics: mathematical skills among tertiary entrants

This study reports on basic, mostly pre-senior mathematical skills, as measured by a multiple choice questionnaire, of 566 students enrolled in a first year introductory data analysis subject within a science or broadly scientific degree programme. Most students had previously undertaken a senior high-school algebra and calculus based mathematics subject. Rasch analysis was used to validate the questionnaire and assist in the description of levels of skill. General linear models demonstrated that a student's skills score depended on the result obtained in senior mathematics, whether or not the student was a mathematics student, gender, whether or not higher level mathematics had been studied, self-efficacy and year. It is concluded that in order to have full and confident use of basic, pre-senior mathematical skills, algebra-based mathematics needs to be studied beyond this level.

Graduate entry to medical school? Testing some assumptions.

Debate abounds regarding the most appropriate candidates to admit to medical school. This paper examines whether there is any advantage to admitting 'graduate' entrants over secondary school leavers on selected medical school and practice outcomes. To compare the medical school experiences, research and academic achievements and practice outcomes of graduates who entered 1 medical school in Australia directly from high school (secondary school entry) to those of graduates who entered with tertiary level education (tertiary entry). Cross-sectional study using a mail-out survey to graduates from the first 16 graduating years (1983-98 inclusive) of the University of Newcastle Medical School. Secondary school entrants were, on average, 8 years younger than tertiary entrants and were less likely to have received rural-based schooling. However, there were no differences with respect to gender or type of secondary school attended (public or private). Motivations for studying medicine did not generally differ according to entry type, except that more secondary students were motivated by parental expectations and more tertiary entrants were motivated by the need for professional independence and the desire to prevent disease. A greater proportion of tertiary entrants experienced stress at medical school. However, secondary students experienced more stress due to doubts about being a doctor, while tertiary entrants experienced more stress due to lack of leisure time, finances and balancing commitments. There were no significant differences between the groups in terms of academic performance (as measured by the award of medical school honours) or research outcomes (as measured by completion of a research degree during or after medical school training, publication of scientific papers or holding career posts in the research sciences). There were no differences in career positions held by clinicians, choice of general practice or another specialty as a career, practice location (rural or urban) or employment sector (public or private). There is no clear advantage, at least on the outcomes measured in this study, to limiting medical school entry to either those candidates from secondary school or those with tertiary backgrounds. Medical schools could reasonably broaden their selection criteria to include more graduate entry candidates in addition to secondary school leavers without compromising medical school and practice outcomes.

A comprehensive scheme to assist mathematically deficient tertiary entrants

The most useful aspects of earlier programmes to assist tertiary entrants with weak mathematics backgrounds have been incorporated in the operation of a Remedial Mathematics Facility. The operation of the facility is described in the context of the Australian educational environment. The main features of the scheme are a more personal approach, the use of specialized tutors and the provision of additional support throughout the first semester.

Transition to Higher Education

Within a context of declining participation of Year 12 students in higher education, the processes whereby young people make the transition from high school to university or college of advanced education was examined. A social psychological model of academic attainment which linked social origins to school experiences, perceptions of others’ support, academic self-assessment, and aspirations and school results in Year 12 guided the analysis. Access to higher education was conditioned by class, sex, and geographical location, the effects of which were mediated by type of school attended, perceived encouragement from parents, teachers, and peers, views of own ability, career aspirations and orientations, and ultimately academic achievement. The process was different for boys and girls. While a father in a high-prestige job was a good predictor for boys, among girls those with fathers in low-prestige jobs were more likely to be tertiary entrants. Additionally, high academic self-assessment was a good predictor among female students, while school results in Year 12 formed a more important predictor among males.

University entrants and their non-entrant intellectual peers: A follow-up study of primary school boys

Abstract A sample of boys first studied in 1957 were relocated in 1967. The 1967 sample contained a group of young men who had entered high level tertiary courses, and a group of superior intellectual ability on tests given in 1957 who had not reached a comparable education level. These groups were compared on personal and family background variables, and on measures of ability obtained in 1957 and in 1967. High level tertiary entrance was positively related to socioeconomic status and to other family background variables such as parents' level of aspiration for their son, as well as to personal characteristics which suggested a tendency towards deferment of need gratification among high level tertiary entrants. A comparison of test scores in 1957 and 1967 produced evidence of changes in ability levels in these groups over the 10 year period. These changes appear likely to be related to the differences in education and social circumstances found between the groups.