Wider access and progression among full-time students |
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| Authors: | Muir Houston Hazel Knox and Russell Rimmer |
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| Institution: | (1) Institute of Education, University of Stirling, Scotland, UK;(2) Centre for Learning and Teaching, University of Paisley, Scotland, UK;(3) Paisley Business School, University of Paisley, Paisley, PA1 2BE, Scotland, UK |
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| Abstract: | By 2010 the UK government intends to widen access and provide experience of higher education to half of those aged up to 30.
Unlike many institutions, University of Paisley (UP) has exceeded its individual target on access. It has done this by providing
entry routes for students with ‘non-traditional’ qualifications. It is feared that low entry qualifications will adversely
influence performance and progression statistics as wider access is pursued. Drawing on a student-attrition theory, performance
and progression are investigated using data for students enrolling at UP for the first time in 2000. At UP non-traditional
entry coincided with the enrolment of many students over 21. The relationships between age and performance and between age
and progression are nonlinear and involve interactions with gender. Also, there are interactions between entry qualification
and field of study. These relationships and interactions could complicate the important task of translating wider access into
academic success. |
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| Keywords: | academic performance age entry qualification fields of study gender progression |
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