Moving from Technical and Further Education to University: An Australian Study of Mature Students

Autor/in	Abbott-Chapman, Joan
Titel	Moving from Technical and Further Education to University: An Australian Study of Mature Students
Quelle	In: Journal of Vocational Education and Training, 58 (2006) 1, S.1-17 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-6820
Schlagwörter	Technical Education; Higher Education; Adult Students; Longitudinal Studies; Foreign Countries; Academic Achievement; Disadvantaged; Accounting; Research Methodology; Comparative Analysis; Educational Background; Cohort Analysis; Satisfaction; Transitional Programs; Australia + Suchen Sie Ihr Suchwort? Technikunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland; Schulleistung; Abrechnung; Buchführung; Buchhaltung; Research method; Forschungsmethode; Vorbildung; Kohortenanalyse; Zufriedenheit; Australien
Abstract	Longitudinal research, conducted between 1999 and 2002, tracked the academic progress of a small sample of mature students entering the University of Tasmania, Australia, from a disadvantaged region of Tasmania to pursue degrees in accounting and education. Both quantitative and qualitative methods were used to examine the impact of alternative selection methods, attendance at the Unistart induction program and continuing study support, on students' academic progress and satisfaction with university. The progress of mature technical and further education (TAFE)-background students compared with those who held school-leaver qualifications is the particular focus of this paper. Findings reveal that TAFE-background students overall perform academically on a par with other members of the cohort, but that they experience more study problems and less satisfaction during the first year. Induction programs and study support assist the first-year transition and are associated with later academic success. Implications for wider policy are discussed. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10