False Equivalence? Differences in the Post-16 Qualifications Market and Outcomes in Higher Education

Autor/inn/en	Shields, Robin; Masardo, Alexander
Titel	False Equivalence? Differences in the Post-16 Qualifications Market and Outcomes in Higher Education
Quelle	In: Educational Review, 70 (2018) 2, S.149-166 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1911
DOI	10.1080/00131911.2017.1293614
Schlagwörter	Outcomes of Education; Employment Qualifications; Higher Education; Marketing; Commercialization; Academic Aspiration; Academic Achievement; Regression (Statistics); Correlation; Vocational Education; Academic Education; College Preparation; Graduate Study; Employment Opportunities; Probability; Social Class; Educational Attainment; Educational Policy; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schulleistung; Regression; Regressionsanalyse; Korrelation; Ausbildung; Berufsbildung; Akademische Bildung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Berufschance; Beschäftigungschance; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Social classes; Soziale Klasse; Bildungsabschluss; Bildungsgut; Politics of education; Bildungspolitik; Ausland; Großbritannien
Abstract	This paper investigates differences in higher education outcomes according to the qualifications with which students enter university. The study is situated in the context of increasing marketization, competition and privatization in post-16 qualifications, combined with an increase in students entering higher education with either vocational qualifications (e.g. the Business and Technology Education Council [BTEC] qualification) or a mix of academic and vocational qualifications. It draws upon literature on markets in education as well as studies on educational choice and pathways to examine whether different entry qualifications offer equal chances of success in higher education. Using multilevel logistic regression, the analysis examines the relationship between types of entry qualifications (academic, vocational and mixed) and the probability of achieving a first or upper-second class degree at university, which are associated with increased opportunities in the labour market and postgraduate study. Controlling for a range of demographic and institutional characteristics, the analysis identifies a strong decrease in the probability of a first or upper-second class degree for students who enter higher education with vocational qualifications. These results are discussed in relation to theories of markets in education and social class and education (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01