Promoting access, increasing opportunities for university education: a study of mature-aged students from disadvantaged regions

This document reports on the results of research into mature-aged students conducted between 1999 and 2002 in Tasmania. The aims of the project were to improve access for disadvantaged mature aged students into two professional programs in the University of Tasmania; to examine the impact of variations in the selection base traditionally used; to assess the predictive validity of different selection methods for future academic persistence and success; to examine the role of University orientation programs and study support in improving student retention and success; and to review pathways from TAFE/VET into the University of students entering the two programs.

The study showed that what happens at enrolment and university entry is less important than the orientation, academic and social support which mature-age students receive throughout the course of their studies, and their own aspirations and expectations for themselves.  Those who had attended the Unistart orientation/preparation program had better retention patterns and were more likely to have satisfactory academic records that those who did not. Students who entered University with credits for prior TAFE/VET courses performed exactly on a par with the students from other streams and were equally as likely to persist and to succeed.

The report recommends that alternative selection methods for mature-age students should not be introduced, as these are unlikely to have better predictive capacity than those already in place. The University should review its current recruitment methods, which appear to have little influence on mature-age student applications, and instead strengthen its current initiatives in partnerships with schools, colleges, employers and community groups. Finally, the University should review its policies and practices with regard to the transition of TAFE/VET students to University, especially within professional programs, including mechanisms for recruitment, cross-accreditation and credit-transfer.

This project was funded by the Higher Education Innovation Program, Higher Education Group (DEST).