Examining the impact of pre-university qualifications on success in interdisciplinary science

ABSTRACT

Whether the current post-16 qualifications system in the UK is fit for purpose has long been under discussion, with many calling for a broader, more interdisciplinary approach to preparation for university. This paper examines the relationship between post-16 (A-level) qualifications and degree success for students on the University of Exeter’s innovative Natural Sciences programme, with particular emphasis on whether it is possible to be successful at degree level in subjects not studied at A-level. Maths was found to be the best predictor of success in interdisciplinary science and no one science was found to be more important than the others for preparing students for the bespoke interdisciplinary first year of the degree programme. The data also demonstrates that these students can be successful in later years in subjects not studied at A-level which they would otherwise have been prohibited from studying at university through their lack of core entry requirements. We acknowledge the unique nature of the cohort under analysis and the fact they self-select for this type of programme, but discuss how the study provokes questions and debate about pre-university qualification requirements and the way we structure our school and university curricula to maximise the opportunities for the next generation of STEM graduates.

KEYWORDS:

• Mathematics
• science
• school
• university
• performance
• qualification

Acknowledgments

Thanks must go to Justin Dillon for valuable discussions, suggestions and feedback on this work.

We would also like to thank all the students who took part in focus groups and all the staff and students past and present who have made Natural Sciences at Exeter such a privilege to be part of.

Data availability statement

The data that support the findings of this study are available from the corresponding author, upon reasonable request. Restrictions may apply under UK General Data Protection Regulations (GDPR).

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Nicola C. King

Professor Nicola C. King is Associate Dean for Education in the College of Engineering, Maths and Physical Sciences, and formerly Director of Studies for Natural Sciences at the University of Exeter. She is a chemist by training and has interests in education, pedagogy and interdisciplinary learning. She is the chair of the Society for Natural Sciences.

Grace Hambrook

Grace Hambrook is an undergraduate student studying Natural Sciences at the University of Exeter.