Widening participation and contextual entry policy in accounting and finance

References

• Admissions to higher education steering group. (2004). Fair admissions to higher education. London: Admissions to Higher Education Review.
   Google Scholar
• Arthur, N., & Everaert, P. (2012). Gender and performance in accounting examinations. Accounting Education, 21(5), 471–487. doi: 10.1080/09639284.2011.650447
   Google Scholar
• Ashley, A., Duberley, J., Sommerlad, H., & Scholarios, D. (2015). A qualitative evaluation of non-educational barriers to the elite professions. London: Social Mobility & Child Poverty Commission.
   Google Scholar
• Ball, S. J., Davies, J., David, M., & Reay, D. (2002). ‘Classification’ and ‘judgement': Social class and the ‘cognitive’ structures of choice of higher education. British Journal of Higher Education, 23(1), 51–72.
   Web of Science ®Google Scholar
• Barac, K. (2015). Helping disadvantaged students: Findings from the Thuthuka programme. Accounting Education, 24(2), 75–101. doi: 10.1080/09639284.2015.1010171
   Web of Science ®Google Scholar
• Bourdieu, P. (1991). Language and symbolic power. Cambridge, MA: Polity Press.
   Google Scholar
• Bray, M. (2011). The challenge of higher education: Private tutoring and its implications for policy makers in the European union. Brussels: EU/NESSE.
   Google Scholar
• Brooks, R. (2002). Edinburgh, exeter , east London - or employment? A review of research on young people's higher education choices. Educational Research, 44(2), 217–227. doi: 10.1080/00131880110107405
   Web of Science ®Google Scholar
• Brown, M. (2014). Higher education as a tool of social mobility. London: Centre Forum.
   Google Scholar
• Byrne, M., & Flood, B. (2008). Examining the relationships among background variables and academic performance of first year students at an Irish University. Journal of Accounting Education, 26, 202–212. doi: 10.1016/j.jaccedu.2009.02.001
   Google Scholar
• Cable, V., & Willetts, D. (2011). Guidance to the director of fair access. London: Department for Business, Innovation & Skills.
   Google Scholar
• Chowdry, H., Crawford, C., Dearden, L., Goodman, A., & Vignoles, A. (2013). Widening participation in higher education. Journal of the Royal Statistical Society, 176(2), 431–457. doi: 10.1111/j.1467-985X.2012.01043.x
   Web of Science ®Google Scholar
• Connor, H. (2001). Deciding for or against participation in higher education. Higher Education Quarterly, 55(2), 204–224. doi: 10.1111/1468-2273.00183
   Google Scholar
• Connor, H., Dewson, S., Ters, C., Eccles, J., Regan, J., & Aston, J. (2001). Social class and higher education: Issues affecting decisions on participation by lower social class groups. London: Institute for Employment Studies.
   Google Scholar
• Crawford, C., Johnson, P., Machin, S., & Vignoles, A. (2011). Social mobility: A literature review. London: Department for Business, Innovation & Skills.
   Google Scholar
• Davies, P., Telhaj, S., Hutton, D., Adnett, N., & Coe, R. (2008). Socioeconomic background, gender and subject choice in secondary schooling. Educational Research, 50(3), 235–248. doi: 10.1080/00131880802309358
   Web of Science ®Google Scholar
• Davies, P., Qiu, T., & Davies, N. M. (2014). Cultural and human capital, information and higher education choices. Journal of Education Policy, 29(6), 804–825. doi: 10.1080/02680939.2014.891762
   Web of Science ®Google Scholar
• Doran, B. M., Bouillon, M. L., & Smith, C. G. (1991). Determinants of student performance in accounting principles I and II. Issues in Accounting Education, 6(1), 74–84.
   Google Scholar
• Duff, A. (2004). Understanding academic performance and progression of first year accounting and business economics undergraduates. Accounting Education, 13(4), 409–430. doi: 10.1080/0963928042000306800
   Google Scholar
• Duff, A., & Marriott, N. (2012). Teaching and research: Partners or competitors? Edinburgh: ICAS.
   Google Scholar
• Eskew, R. K., & Faley, R. H. (1988). Some determinants of student performance in the first college-level financial accounting course. The Accounting Review, 63(1), 137–147.
   Web of Science ®Google Scholar
• Fazackerley, A., & Chant, J. (2008). The hard truth about ‘soft’ subjects. London: Policy Exchange.
   Google Scholar
• Gammie, E., Jones, P. L., & Robertson-Millar, C. (2003). Accountancy undergraduate performance. Accounting Education, 12(1), 63–78. doi: 10.1080/0963928032000049384
   Google Scholar
• Gorard, S., Smith, E., May, H., Thomas, L., Adnett, N., & Slack, K. (2006). Review of widening participation research: Addressing the barriers to participation in higher education. London: HEFCE.
   Google Scholar
• Gracia, L., & Jenkins, E. (2003). A quantitative exploration of student performance on an undergraduate accounting programme of study. Accounting Education, 12(1), 15–32. doi: 10.1080/0963928032000049375
   Google Scholar
• Grimston, J., & Waite, R. (2008, January 6). Universities bar entry to soft A-level subjects. The Sunday Times, 1.
   Google Scholar
• HEFCE. (2003). Schooling effects on higher education achievement. London: HEFCE.
   Google Scholar
• HEFCE. (2014). Differences in degree outcomes. London: HEFCE.
   Google Scholar
• Hoare, A., & Johnston, R. (2011). Widening participation through admissions policy. Studies in Higher Education, 36(1), 21–41. doi: 10.1080/03075070903414297
   Web of Science ®Google Scholar
• Hutchings, M., & Archer, L. (2001). ‘Higher than Einstein': Constructions of going to university among working-class non-participants. Research Papers in Education, 16(1), 69–91. doi: 10.1080/02671520010011879
   Google Scholar
• Independent Commission on Fees. (2013). Analysis of university applications for 2013/2014 admissions. London: Author.
   Google Scholar
• Jacobs, K. (2003). Class reproduction in professional recruitment. Critical Perspectives on Accounting, 14, 569–596. doi: 10.1016/S1045-2354(02)00140-5
   Google Scholar
• Jerrim, J. (2013). Family background and access to ‘high status’ universities. London: The Sutton Trust.
   Google Scholar
• Johnson, S., & Paton, G. (2012, November 27). Students set to fail at universities. Daily Telegraph, 1.
   Google Scholar
• Kettley, N. (2007). The past, present and future of widening participation research. British Journal of Sociology of Education, 28(3), 333–347. doi: 10.1080/01425690701252531
   Web of Science ®Google Scholar
• Kirkup, C., Wheater, R., Morrison, J., Durbin, B., & Pomati, M. (2010). Use of an aptitude test in university entrance: A validity study. London: BIS/National Foundation for Educational Research.
   Google Scholar
• Leathwood, C., & O'Connell, P. (2003). ‘It's a struggle': The construction of the ‘new student’ in higher education. Journal of Education Policy, 18(6), 597–615. doi: 10.1080/0268093032000145863
   Web of Science ®Google Scholar
• Longden, B. (2004). Interpreting student early departure from higher education through the lens of cultural capital. Tertiary Education & Management, 10(2), 121–138. doi: 10.1080/13583883.2004.9967122
   Google Scholar
• Lyons, J. (2006). An exploration into factors that impact upon the learning of students from non-traditional backgrounds. Accounting Education, 15(3), 325–334. doi: 10.1080/09639280600850836
   Google Scholar
• Mangan, J., Hughes, A., Davies, P., & Slack, K. (2010). Fair access, achievement and geography: Explaining the association between social class and students’ choice of University. Studies in Higher Education, 35(3), 335–350. doi: 10.1080/03075070903131610
   Web of Science ®Google Scholar
• Moore, J., Mountford-Zimdars, A., & Wiggans, J. (2013). Contextualised admissions: Examining the evidence. Cheltenham: SPA.
   Google Scholar
• Noble, J., & Davies, P. (2009). Cultural capital as an explanation of variation in participation in higher education. British Journal of Sociology of Education, 30(5), 591–605. doi: 10.1080/01425690903101098
   Web of Science ®Google Scholar
• Oliver, C., & Kettley, N. (2010). Gatekeepers or facilitators: The influence of teacher habitus on students’ approaches to elite universities. British Journal of Sociology of Education, 31(6), 737–753. doi: 10.1080/01425692.2010.515105
   Google Scholar
• Reay, D. (2006). The zombie stalking English schools: Social class and educational inequality. British Journal of Educational Studies, 54(3), 288–307. doi: 10.1111/j.1467-8527.2006.00351.x
   Web of Science ®Google Scholar
• Reay, D. (2013). Social mobility, a panacea for austere times. British Journal of Sociology of Education, 34(5–6), 660–677. doi: 10.1080/01425692.2013.816035
   Web of Science ®Google Scholar
• Reay, D., Crozier, G., & Clayton, J. (2010). ‘Fitting in’ or ‘standing out': Working class students in UK higher education. British Educational Research Journal, 36(1), 107–124. doi: 10.1080/01411920902878925
   Web of Science ®Google Scholar
• Rowbottom, N. (2013). A-level subject choice, systematic bias and university performance in the UK: The case of accounting. Accounting Education, 22(3), 248–267. doi: 10.1080/09639284.2013.799840
   Google Scholar
• Smith, J., & Naylor, R. (2001). Determinants of degree performance in UK universities. Oxford Bulletin of Economics & Statistics, 63(1), 29–60. doi: 10.1111/1468-0084.00208
   Web of Science ®Google Scholar
• Stuart, E. A., & Rubin, D. B. (2008). Best practices in quasi-experimental design: Matching methods for causal inference. In J. W. Osborne (Eds.), Best practices in quantitative methods (pp. 155–176). California: Sage.
   Google Scholar
• Surridge, I. (2008). Accounting and finance degrees: Is the academic performance of placement students better? Accounting Education, 18(4), 471–485.
   Google Scholar
• The Panel on Fair Access to the Professions. (2009). Unleashing aspiration. London: Cabinet Office.
   Google Scholar
• Thomas, L. (2002). Student retention in higher education: The role of institutional habitus. Journal of Education Policy, 17(4), 423–442. doi: 10.1080/02680930210140257
   Web of Science ®Google Scholar
• Vignoles, A., Goodman, C., Chowdry, H., Crawford, C., & Gibbons, S. (2008). Widening participation in higher education. Swindon: ESRC.
   Google Scholar
• Wilcox, P., Winn, S., & Fyrie-Gauld, M. (2005). ‘It was nothing to do with the university, it was just the people’: The role of social support in the first-year experience of higher education. Studies in Higher Education, 30(6), 707–722. doi: 10.1080/03075070500340036
   Web of Science ®Google Scholar
• Yorke, M., & Thomas, L. (2003). Improving the retention of students from lower socio-economic groups. Journal of Higher Education & Management, 25(1), 63–74.
   Google Scholar