TAFE-to-University Transition: The Effectiveness of an Accounting Degree Articulation Program

Autor/inn/en	Tickell, Geoffrey A.; Smyrnios, Kosmas X.
Titel	TAFE-to-University Transition: The Effectiveness of an Accounting Degree Articulation Program
Quelle	In: International Journal of Training Research, 2 (2004) 2, S.49-74 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1448-0220
Schlagwörter	Technical Institutes; Academic Achievement; Program Effectiveness; Articulation (Education); Accounting; Educational History; Technical Education; Nontraditional Education; Longitudinal Studies; College Bound Students; College Students; High School Students; Grade 12; Transfer Students; Foreign Countries; Vocational Education; Australia + Suchen Sie Ihr Suchwort? Technische Fakultät; Schulleistung; Articulation; Artikulation (Ling); Artikulation; Aussprache; Abrechnung; Buchführung; Buchhaltung; History of education; Bildungsgeschichte; Technikunterricht; Non-traditional education; Alternative Erziehung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Collegestudent; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 12; 12. Schuljahr; Schuljahr 12; Hochschulwechsel; Schulwechsel; Studienortwechsel; Ausland; Ausbildung; Berufsbildung; Australien
Abstract	In line with other Western nations, the 1980s and 1990s saw a significant increase in the number of TAFE graduates wanting to transfer to university. As a consequence, recent times have evidenced increased co-operation between universities and TAFE institutes and the emergence of alternative university-entry programs (e.g. degree-articulation programs and double award programs). However, research into the effectiveness of these programs and how students of these programs perform academically at university is limited. This investigation reports findings of a longitudinal investigation into the effectiveness of a degree-articulation program in accounting established to meet the increasing demand for university places by TAFE students. The present study compares the academic performance and perceptions of two groups of university students: Degree-articulation students (n = 149), and Year 12-entry students (n = 302). Analysis reveals degree-articulation students' academic performance to be significantly below that of their Year 12 entry counterparts on two of three measures employed. Reasons for the disparate academic performance are explored. Furthermore, findings show that Degree-articulation students did not feel disadvantaged by undertaking their first year at TAFE and were satisfied with the opportunities provided by the degree-articulation program. These students however, were disappointed by the reception offered to them by the university. This article proposes policies and procedures that should be implemented by TAFE institutes and universities developing degree-articulation or similar programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10