Developing multiple exit pathways within undergraduate degrees

Main Article Content

Andrew Harvey
Giovanna Szalkowicz

Abstract

This paper advocates an expansion of nested undergraduate courses in Australian universities, where students can exit at multiple points throughout the degree and receive formal qualification for partial course completion. Nested courses are not new in Australian higher education, and the authors examine the prevalence and type of these courses across the sector. However, the practice of nesting qualifications, and of scaffolding certifications throughout a degree, remains more prevalent at postgraduate than undergraduate level. Consequently, many students successfully complete part of a degree but receive no recognition, while others struggle to transfer between institutions. Moreover, under-represented students are disproportionately likely to withdraw from university, and to receive no recognition for partial successful completion. Increasing the number of formal exit pathways within undergraduate degrees may be therefore an important way of reducing attrition, promoting student mobility, and reducing inequities across the higher education sector.           

  

Article Details

How to Cite
Harvey, A., & Szalkowicz, G. (2016). Developing multiple exit pathways within undergraduate degrees. Access: Critical Explorations of Equity in Higher Education, 3(1), 52–67. Retrieved from https://novaojs.newcastle.edu.au/ceehe/index.php/iswp/article/view/24
Section
Research Paper
Author Biographies

Andrew Harvey, La Trobe University

Dr Andrew Harvey is Director of the Access and Achievement Research Unit at La Trobe University, Melbourne, Australia.

Giovanna Szalkowicz, La Trobe University

Giovanna Szalkowicz is research support officer at the Access and Achievement Research Unit at La Trobe University, Melbourne, Australia.

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