Low socioeconomic status students transitioning from Vocational Education and Training (VET) to university: examining definitions of success

References

• Allen, K. (2020). When does hot become cold? Why we should be disrupting narrow and exclusive discourses of success in higher education. International Studies in Widening Participation, 7(1), 8–21.
   Google Scholar
• Anderton, R. S. (2017). Identifying factors that contribute to academic success in first year allied health and science degrees at an Australian University. Australian Journal of Education, 61(2), 184–199. https://doi.org/10.1177/0004944117713321
   Web of Science ®Google Scholar
• Anguera, M. T., Blanco-Villasenor, A., Losada, J. L., Sánchez-Algarra, P., & Onwuegbuzie, A. J. (2018). Revisiting the difference between mixed methods and multimethods: Is it all in the name? Quality & Quantity, 52(6), 2757–2770. https://doi.org/10.1007/s11135-018-0700-2
   Google Scholar
• Australian Bureau of Statistics. (2018). Technical paper: Socio-economic indexes for areas (SEIFA).https://www.ausstats.abs.gov.au/ausstats/subscriber.nsf/0/756EE3DBEFA869EFCA258259000BA746/$File/SEIFA%202016%20Technical%20Paper.pdf
   Google Scholar
• Australian Government. (2021). Higher Education Participation and Partnerships Program (HEPPP). https://www.dese.gov.au/heppp
   Google Scholar
• Australian Qualifications Framework Council. (2013). Australian qualifications framework (2nd ed.). Australian Qualifications Framework Council. https://www.aqf.edu.au/sites/aqf/files/aqf-2nd-edition-january-2013.pdf
   Google Scholar
• Australian Skills Quality Authority. (2019). About RTOs. https://www.asqa.gov.au/about/australias-vet-sector/about-rtos
   Google Scholar
• Barber, T., & Netherton, C. (2018). Transitioning between vocational and university education in Australia: The impact of the vocational education experience on becoming a university student. Journal of Vocational Education & Training, 70(4), 1–19. https://doi.org/10.1080/13636820.2018.1463279
   Google Scholar
• Beckley, A., Netherton, C., & Barber, T. (2018). Filling the skills gap in Australia – VET pathways. In C. I. Agosti & E. Bernat (Eds.), University pathway programs: Local responses within a growing global trend (pp. 151–166). Springer.
   Google Scholar
• Catterall, J., Davis, J., & Yang, D. F. (2014). Facilitating the learning journey from vocational education and training to higher education. Higher Education Research & Development, 33(2), 242–255. https://doi.org/10.1080/07294360.2013.832156
   Web of Science ®Google Scholar
• Chesters, J., & Watson, L. (2016). Staying power: The effect of pathway into university on student achievement and attrition. Australian Journal of Adult Learning, 56(2), 225–246.
   Web of Science ®Google Scholar
• Coffey, A., & Atkinson, P. (1996). Making sense of qualitative data: Complementary research strategies. SAGE.
   Google Scholar
• Cunninghame, I., & Pitman, T. (2020). Framing the benefits of higher education participation from the perspective of non-completers. Higher Education Research & Development, 39(5), 926–939. https://doi.org/10.1080/07294360.2019.1705255
   Web of Science ®Google Scholar
• Department of Education, Skills, and Employment. (2018). Selected higher education statistics – 2017 Student data. https://www.education.gov.au/selected-higher-education-statistics-2017-student-data
   Google Scholar
• Devlin, M. (2013). Bridging socio-cultural incongruity: Conceptualising the success of students from low socio-economic status backgrounds in Australian higher education. Studies in Higher Education, 38(6), 939–949. https://doi.org/10.1080/03075079.2011.613991
   Web of Science ®Google Scholar
• Ellis, C. (2018). The TAFE/VET pathways student experience in higher education. In C. I. Agosti & E. Bernat (Eds.), University pathway programs: Local responses within a growing global trend (pp. 167–186). Springer.
   Google Scholar
• Good Education Media. (2020). Good universities guide. Good Education Media. https://www.gooduniversitiesguide.com.au/
   Google Scholar
• Griffin, T. (2014). Disadvantaged learners and VET to higher education transitions. National Centre for Vocational Education Research.
   Google Scholar
• Harris, L. R., & Dargusch, J. (2020). Meeting the needs of diverse students: Possibilities and challenges for assessment in a digital age. In M. Bearman, P. Dawson, R. Ajjawi, J. Tai, & D. Boud (Eds.), Re-imagining university assessment in a digital world (pp. 95–110). Springer.
   Google Scholar
• Jury, M., Smeding, A., Stephens, N. M., Nelson, J. E., Aelenei, C., & Darnon, C. (2017). The experience of low-SES students in higher education: Psychological barriers to success and interventions to reduce social-class inequality. Journal of Social Issues, 73(1), 23–41. https://doi.org/10.1111/josi.12202
   Web of Science ®Google Scholar
• Kuh, G. D., Kinzie, J., Buckley, J. A., Bridges, B. K., & Hayek, J. C. (2007). Piecing together the student success puzzle: Research, propositions, and recommendations: ASHE higher education report (Vol. 116). John Wiley & Sons.
   Google Scholar
• Lovat, A., & Darmawan, I. G. N. (2019). The academic performance of Vocational Education and Training pathway university students and the effects of gender and age. Australian Journal of Education, 63(3), 307–321. https://doi.org/10.1177/0004944119881546
   Web of Science ®Google Scholar
• Maddocks, S., Klomp, N., Bartlett, H., Bean, M., Kristjanson, L., & Dawkins, P. (2019). Reforming post-secondary education in Australia: Perspectives from Australia’s dual sector universities. http://hdl.voced.edu.au/10707/502120
   Google Scholar
• McKay, J., & Devlin, M. (2016). Low income doesn't mean stupid and destined for failure: Challenging the deficit discourse around students from low SES backgrounds in higher education. International Journal of Inclusive Education, 20(4), 347–363. https://doi.org/10.1080/13603116.2015.1079273
   Web of Science ®Google Scholar
• Naylor, R., & Mifsud, N. (2020). Towards a structural inequality framework for student retention and success. Higher Education Research & Development, 39(2), 259–272. https://doi.org/10.1080/07294360.2019.1670143
   Web of Science ®Google Scholar
• Norton, A., & Cherastidtham, I. (2018). Mapping Australian higher Education 2018. Grattan Institute.
   Google Scholar
• O’Shea, S., & Delahunty, J. (2018). Getting through the day and still having a smile on my face! How do students define success in the university learning environment? Higher Education Research & Development, 37(5), 1062–1075. https://doi.org/10.1080/07294360.2018.1463973
   Web of Science ®Google Scholar
• O’Shea, S., Lysaght, P., & Tanner, K. (2012). Stepping into higher education from the vocational education sector in Australia: Student perceptions and experiences. Journal of Vocational Education & Training, 64(3), 261–277. https://doi.org/10.1080/13636820.2012.691532
   Google Scholar
• Picton, C., Kahu, E. R., & Nelson, K. (2018). Hardworking, determined and happy: First-year students’ understanding and experience of success. Higher Education Research & Development, 37(6), 1260–1273. https://doi.org/10.1080/07294360.2018.1478803
   Web of Science ®Google Scholar
• Rodríguez-Hernández, C. F., Cascallar, E., & Kyndt, E. (2020). Socio-economic status and academic performance in higher education: A systematic review. Educational Research Review, 29, 100305–100324. https://doi.org/10.1016/j.edurev.2019.100305
   Web of Science ®Google Scholar
• Symmons, M., Kremer, P., & Rendell, A. (2016). Understanding the needs of VET students articulating to second-year university. The 24th National Vocational Education and Training Research Conference: ‘No Frills’, Sydney, Australia.
   Google Scholar
• Tertiary Education Quality and Standards Agency. (2017). Characteristics of Australian higher education providers and their relation to first-year student attrition. https://www.teqsa.gov.au/sites/default/files/attrition-report-june-2017-19dec2017.pdf?v = 1513650539
   Google Scholar
• Watson, L., Hagel, P., & Chesters, J. (2013). A half-open door: Pathways for VET award holders into Australian universities. National Centre for Vocational Education Research.
   Google Scholar
• Wheelahan, L. (2009). Do educational pathways contribute to equity in tertiary education in Australia? Critical Studies in Education, 50(3), 261–275. https://doi.org/10.1080/17508480903156854
   Google Scholar
• York, T. T., Gibson, C., & Rankin, S. (2015). Defining and measuring academic success. Practical Assessment, Research, and Evaluation, 20(1), 1–20. https://doi.org/10.7275/hz5x-tx03
   Google Scholar