Open to critique: predictive effects of academic outcomes from a bridging/foundation programme on first-year degree-level study
| Autor: | Janine Wiles, Sonia Fonua, Yannan Jiang, Airini, Louise McMillan, Robert Loto, Erena Wikaire, Elana Curtis, David M. Salter, Melissa Hori, Rochelle Newport, Papaarangi Reid, Teri Ko, Rowan Herbert |
|---|---|
| Rok vydání: | 2015 |
| Předmět: |
Bridging (networking)
05 social sciences Equity (finance) 050301 education Foundation (evidence) Academic achievement Education Disadvantaged 03 medical and health sciences 0302 clinical medicine Pedagogy Curriculum development Pacific islanders 030212 general & internal medicine Psychology 0503 education Cultural competence |
| Zdroj: | Assessment & Evaluation in Higher Education. 42:151-167 |
| ISSN: | 1469-297X 0260-2938 |
| DOI: | 10.1080/02602938.2015.1087463 |
| Popis: | Bridging/foundation programmes are often provided by tertiary institutions to increase equity in access and academic performance of students from under-served communities. Little empirical evidence exists to measure the effectiveness of these bridging/foundation programmes on undergraduate academic outcomes. This research identifies the predictive effect of academic outcomes achieved within a bridging/foundation programme, targeted towards indigenous and ethnic minority students, on first-year degree-level outcomes. Overall performance within the bridging/foundation programme was positively associated with increasing Grade Point Average (GPA), ‘Core 4’ GPA and passing all courses in first year. However, mixed associations were identified between feeder bridging/foundation courses and their intended first year course counterparts. These findings support the continued provision of bridging/foundation education; however, curricular reform within the bridging/foundation programme was required. Key development... |
| Databáze: | OpenAIRE |
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