A New Factor in UK Students' University Attainment: The Relative Age Effect Reversal?

Autor/inn/en	Roberts, Simon J.; Stott, Tim
Titel	A New Factor in UK Students' University Attainment: The Relative Age Effect Reversal?
Quelle	In: Quality Assurance in Education: An International Perspective, 23 (2015) 3, S.295-305 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0968-4883
DOI	10.1108/QAE-01-2013-0008
Schlagwörter	Educational Attainment; Criticism; Age Differences; Foreign Countries; College Students; Eligibility; Classification; Student Records; Honors Curriculum; Gender Differences; Grade Point Average; Statistical Analysis; United Kingdom (England) + Suchen Sie Ihr Suchwort? Bildungsabschluss; Bildungsgut; Kritik; Age; Difference; Age difference; Altersunterschied; Ausland; Collegestudent; Eignung; Classification system; Klassifikation; Klassifikationssystem; Schülerakte; Geschlechterkonflikt; Statistische Analyse
Abstract	Purpose: The purpose of this paper is to study relative age effects (RAEs) in a selected sample of university students. The majority of education systems across the globe adopt age-related cut-off points for eligibility. This strategy has received criticism for (dis)advantaging those older children born closer to the "cut-off" date for entry into an academic year and for promoting the existence of RAEs. To date, there are only two studies which have examined the relative age phenomenon in a university setting specifically. Design/methodology/approach: Data of student records from the years 2006-2009 were analysed. Specifically this included date of birth, The Universities and Colleges Admissions Service (UCAS) entry points, gender, grade point averages and final year degree classification. Findings: Analysis of data collected from 460 university students revealed a significant RAE reversal. Specifically, relatively younger students achieved significantly higher first-class honours degrees than relatively older students (p < 0.01). Research limitations/implications: Limitations include the following: the sample was modest and restricted to only 460 students located within one of the universities five faculties. Recent RAE studies in education have recruited thousands of students; therefore, these findings may not be totally representative of the broader UK university population. Originality/value: This is only the second UK-based study to examine RAEs from a university perspective. The findings highlight an interesting and new insight into the RAE phenomenon and one that warrants further scientific attention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01