Widening Participation and Contextual Entry Policy in Accounting and Finance

Autor/in	Rowbottom, N.
Titel	Widening Participation and Contextual Entry Policy in Accounting and Finance
Quelle	In: Accounting Education, 26 (2017) 3, S.242-264 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0963-9284
DOI	10.1080/09639284.2017.1284004
Schlagwörter	Foreign Countries; Access to Education; College Admission; Accounting; Business Administration Education; Disproportionate Representation; Statistical Analysis; Interviews; Academic Achievement; Admission Criteria; Undergraduate Students; Longitudinal Studies; Student Experience; Self Esteem; Student School Relationship; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Education; Access; Bildung; Zugang; Bildungszugang; Hochschulzugang; Hochschulzulassung; Zulassung; Abrechnung; Buchführung; Buchhaltung; Statistische Analyse; Interviewing; Interviewtechnik; Schulleistung; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Studienerfahrung; Self-esteem; Selbstaufmerksamkeit; Schüler-Lehrer-Beziehung; Großbritannien
Abstract	The paper examines the performance of accounting and finance students entering university via a "widening participation" scheme that seeks to attract students who have been historically under-represented in higher education. Focus is placed on the policy of providing contextual entry offers that recognise that academic qualifications be judged in the social context in which they were achieved. Accounting and finance recruits the highest proportion of "widening participation" students at a UK "Russell Group" university and provides a key arena for investigating widening participation policy. The study is based on a quantitative analysis of relative performance levels over 12 years and interview findings with 27 students. The quantitative results show that those receiving contextual offers perform at least as well at university level as students with equivalent entry qualifications, thereby supporting contextual entry offer policy. The paper also provides insights into why accounting and finance is popular with "widening participation" students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01