Advertisement

The TAFE/VET Pathways Student Experience in Higher Education

  • Craig Ellis
Chapter

Abstract

Pathways to higher education widen access and provide an opportunity for TAFE/VET students to undertake further study by providing an alternate means of entry to university. In the context of the increased focus by governments on widened and larger participation in higher education and pathways, research in this study documents and analyses statistics pertaining to the participation and performance of TAFE/VET pathways students at a multi-campus Sydney metropolitan university over the period 2010–2014 inclusive. Of particular interest is the comparative experience of pathways students to their non-pathways peers; their likelihood of completion, levels of academic achievement, and some of the factors that influence these. A major finding of this study is that, irrespective of all other potential influencing factors, pathways students’ academic performance significantly improves the more units of study they successfully complete at university. A significant implication of these findings is that a far greater focus needs to be directed towards programs supporting TAFE/VET pathways student’s initial transition to university.

Keywords

TAFE/VET pathways Attrition Retention Recognition of Prior Learning Grade Point Average, 

References

  1. Aird R., Miller E., Van Megen K., & Buys L. (2010). Issues for students navigating alternative pathways to higher education: Barriers, access and equity. Brisbane: Queensland University of Technology and Griffith University. Retrieved from http://hdl.voced.edu.au/10707/218240
  2. Australian Qualifications Framework Council (AQFC). (2013, January). Australian Qualifications Framework (2nd ed.). Retrieved from https://www.aqf.edu.au/sites/aqf/files/aqf-2nd-edition-january-2013.pdf
  3. Bandias, S., Don Fuller, D., & Pfitzner, D. (2011). Vocational and higher education in Australia: A need for closer collaboration. Journal of Higher Education Policy and Management, 33(6), 583–594.CrossRefGoogle Scholar
  4. Blacker, J., Paez, D., Jackson, A., Byrnes, J., & Dwyer, C. (2011). Student transition: The critical element in VET to HE articulation. Canberra: Department of Education, Employment and Workplace Relations (DEEWR). Retrieved from http://hdl.voced.edu.au/10707/216405
  5. Blackman, I., Hall, M., & Darmawan, I. (2007). Undergraduate nurse variables that predict academic achievement and clinical competence in nursing. International Education Journal, 8(2), 222–236.Google Scholar
  6. Bradley, D. (2008, December). Review of Australian Higher Education – Final Report. Retrieved from http://hdl.voced.edu.au/10707/44384
  7. Byrnes J., Paez D., Jackson A., Dwyer C., & Blacker J. (2011). Literature review for the integrated articulation and credit transfer project. Toowoomba: University of Southern Queensland. Retrieved from https://usq.edu.au/~/media/USQ/iactproject/Lit%20Review%2018%20October%202010.ashx
  8. Commonwealth of Australia. (2015, October). The operation, regulation and funding of private vocational education and training (VET) providers in Australia. Final Report. Canberra: Author. Retrieved from http://www.aph.gov.au/Parliamentary_Business/Committees/Senate/Education_and_Employment/vocationaled/Final_Report
  9. Department of Education, Science and Training (DEST). (2002). Varieties of learning: The interface between higher education and vocational education and training. Canberra: Author. Retrieved from http://hdl.voced.edu.au/10707/156895
  10. Dickson, J. (2000). TAFE child care graduates begin a university teaching degree. Retrieved from http://www.aare.edu.au/data/publications/2000/dic00164.pdf
  11. Ertl, H., Hayward, G., & Hoelscher, M. (2010). Access, participation and diversity questions in relation to different forms of post-compulsory further and higher education. In M. David (Ed.), Improving learning by widening participation in higher education. London: Routledge.Google Scholar
  12. Gardner, M. (2002). The review of pathways articulation through the post-compulsory years of school to further education, training and labour market participation. Brisbane: Queensland Department of Employment and Training, and Department of Education. Retrieved from http://hdl.voced.edu.au/10707/126186
  13. Harris, R., & Rainey, L. (2012). Learning pathways between and within vocational and higher education: Towards a typology? Australian Educational Researcher, 39, 107–123.CrossRefGoogle Scholar
  14. Harris, R., Rainey, L., & Sumner, R. (2006). Crazy paving or stepping stones? Learning pathways within and between vocational education and training and higher education. Adelaide: National Centre for Vocational Education and Training (NCVER). Retrieved from http://hdl.voced.edu.au/10707/108093
  15. Harris, R., Sumner, R., & Rainey, L. (2005). Student traffic: Two-way movement between vocational education and training and higher education. Adelaide: National Centre for Vocational Education Research (NCVER). Retrieved from http://hdl.voced.edu.au/10707/144442
  16. Karmel, T. (2008). Reflections on the tertiary education sector in Australia. Adelaide: National Centre for Vocational Educational Research (NCVER). Retrieved from http://hdl.voced.edu.au/10707/102077
  17. Keating, J. (2006). Post-school articulation in Australia: A case of unresolved tensions. Journal of Further and Higher Education, 30(1), 59–74.CrossRefGoogle Scholar
  18. Long, M., Ferrier, F., & Heagney, M. (2006). Stay, play or give it away? Students continuing, changing or leaving university study in first year. Melbourne: Monash University. Retrieved from http://www.monash.edu/education/non-cms/centres/ceet/docs/2006stayplayorgiveitaway.pdf
  19. McNaught, K. (2013). Implementing an intervention to assist Certificate IV students to transition successfully to undergraduate study within an AQF contextualisation: A case study. International Journal of Training Research, 11(3), 234–245.CrossRefGoogle Scholar
  20. Moodie, G. (2004). Reverse transfer in Australia. International Journal of Training Research, 2(2), 24–48.CrossRefGoogle Scholar
  21. Moodie, G. (2012). Variations in the rate at which students cross the boundaries between Australian vocational and higher education. Australian Educational Researcher, 39, 143–158.CrossRefGoogle Scholar
  22. National Centre for Vocational Education and Training (NCVER). (2014). Australian vocational education training statistics: Students and courses 2013. Adelaide: Author.Google Scholar
  23. National Centre for Vocational Education and Training (NCVER). (2012). Australian vocational education and training statistics: Tertiary education and training in Australia 2010. Adelaide: Author.Google Scholar
  24. Phillips KPA (2006). Giving credit where credit is due, a national study to improve outcomes in credit transfer and articulation from vocational and technical education to higher education. Department Education Science and Training. Retrieved from http://www.curriculum.edu.au/verve/_resources/National_Study_final_report_June_2006_FINAL.pdf
  25. Tumen, S., Shulruf, B., & Hattie, J. (2008). Student pathways at the university: Patterns and predictors of completion. Studies in Higher Education, 33(3), 233–252.CrossRefGoogle Scholar
  26. Wheelahan, L. (2009). What kind of access does VET provide to higher education for low SES students? Not a lot. Nathan: Griffith University. Retrieved from http://w3.unisa.edu.au/hawkeinstitute/ncsehe/student-equity-forum-2009/wheelahan-what-kind-of-access.pdf
  27. Young, I. (2007). Building better pathways to higher education. Hawthorn: Swinburne University of Technology. Retrieved from http://apo.org.au/files/Resource/swin_buildingbetterpathways_2007.pdf

Copyright information

© Springer International Publishing AG, part of Springer Nature 2018

Authors and Affiliations

  1. 1.Australian College of Applied PsychologySydneyAustralia
  2. 2.School of BusinessWestern Sydney UniversitySydneyAustralia

Personalised recommendations