TY - JOUR
T1 - An Australian study of graduate outcomes for disadvantaged students
AU - Pitman, Tim
AU - Roberts, Lynne
AU - Bennett, Dawn
AU - Richardson, Sarah
N1 - Funding Information:
The research team would like to thank the Australian Government Department of Education and Training, which provided the 2014 data file for the Australian Graduate Survey.
Funding Information:
This work was supported by the National Centre for Student Equity in Higher Education (grant number NCSEHE2016CU).
Publisher Copyright:
© 2018, © 2018 UCU.
Copyright:
Copyright 2018 Elsevier B.V., All rights reserved.
PY - 2019/1/2
Y1 - 2019/1/2
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=85025136033&partnerID=8YFLogxK
U2 - 10.1080/0309877X.2017.1349895
DO - 10.1080/0309877X.2017.1349895
M3 - Article
AN - SCOPUS:85025136033
SN - 0309-877X
VL - 43
SP - 45
EP - 57
JO - Journal of Further and Higher Education
JF - Journal of Further and Higher Education
IS - 1
ER -