Student access to higher education through alternative pathways and differences by equity group and discipline

Dados Bibliográficos

ID5085310
AutoresDenise Jackson (0000-0002-7821-3394, Edith Cowan University, autor correspondente), Ian W Li (0000-0002-1438-8830, The University of Western Australia), David R Carroll (0000-0003-2804-1413, Strategic Information Portfolio of the Deputy Vice-Chancellor Education, Monash University, Clayton, Australia)
Ano2023
Volume45
Fascículo6
Páginas593-625
Data de publicação2023-11-02
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoJournal of Higher Education Policy and Management (JOURNAL)
Identificadores do periódicoISSN: 1360-080X • E-ISSN: 1469-9508
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/1360080x.2023.2212850
OpenAlexW4376646848
IdiomaEN
Citações recebidas8
Referências citadas31

Widening participation in higher education for under-represented groups is a priority internationally. In Australia, the most common entry pathway for domestic undergraduate students is by obtaining an Australian Tertiary Admission Rank (ATAR) in the final year of secondary school. The ATAR system, however, has been criticised as disadvantaging certain equity groups. Consequently, widening participation policy has encouraged alternative entry pathways into university, including enabling/bridging courses, vocational education qualifications, or portfolio entry based on demonstrated skills and experience. There is, however, relatively scarce evidence of student use of these pathways, including those from equity groups. Drawing on national enrolment data and institution-specific pathway data for 16 Australian universities, this study’s examination of admission data found increasing use of alternative pathways among most student equity groups, with variations by discipline. The findings inform stakeholder understanding of the relative success of alternative entry pathways in widening participation, informing strategies for improvement and future policy

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