An Australian Study of Graduate Outcomes for Disadvantaged Students

Autor/inn/en	Pitman, Tim; Roberts, Lynne; Bennett, Dawn; Richardson, Sarah
Titel	An Australian Study of Graduate Outcomes for Disadvantaged Students
Quelle	In: Journal of Further and Higher Education, 43 (2019) 1, S.45-57 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2017.1349895
Schlagwörter	Disadvantaged; Outcomes of Education; Access to Education; Higher Education; Equal Education; Foreign Countries; Educational Benefits; College Graduates; Educational Policy; Social Differences; Employment Potential; Disabilities; Gender Differences; Rural Areas; Low Income; Indigenous Populations; English (Second Language); Second Language Learning; Job Security; Salary Wage Differentials; Australia + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Education; Access; Bildung; Zugang; Bildungszugang; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Bildungsertrag; Hochschulabsolvent; Hochschulabsolventin; Politics of education; Bildungspolitik; Sozialer Unterschied; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Handicap; Behinderung; Geschlechterkonflikt; Rural area; Ländlicher Raum; Niedriglohn; Sinti und Roma; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Arbeitsplatzsicherheit; Australien
Abstract	Whether or not disadvantaged students are realising the same benefits from higher education as their peers is of fundamental importance to equity practitioners and policymakers. Despite this, equity policy has focused on access to higher education and little attention has been paid to graduate outcomes. The Australian study reported here used national data to investigate relationships between disadvantage and graduate outcomes. The study provides critical insights into how access to higher education does, or does not, lead to improvements in post-graduation equity. The study reveals that outcomes are not equal for all students and that higher education disadvantage persists for many students after they have completed their studies. Whilst the specific findings relate to the Australian university sector the broader discussion of the article is relevant to higher education policy more generally, especially in terms of how governments align institutional processes to measure and scrutinise achievement in relation to public policy objectives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01