Faculty of Education - Theses

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Start date: 1971 × Subject: College students × Subject: Universities and colleges × Subject: Victoria ×

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    The admission process and initial performance of mature-age students who enter higher education via non-academic routes
    Nankervis, Susan Frances ( 2004)
    This study examined a subgroup of mature-age students who had entered university via non-academic routes. The study sought to identify the group; examine the admissions processes used and the efficacy of the Special Tertiary Admissions Test (STAT) within those processes; and explore how the students performed in their first year of study. For the purposes of the study, 'non-academic background' was defined as non-completion of secondary school and/or limited study since leaving school. Data was gathered from a subgroup of applicants through VTAC, and from three case study Schools, via student questionnaires, staff and student interviews and general results data. Only small numbers of mature-age students from non-academic backgrounds enter university, consistently about 3 - 5 per cent of the first year population across Australia. This is a smaller rate than in the past. While the focus of admissions requirements is based on evidence of academic ability, there are still routes available for applicants to provide other forms of evidence. STAT remains a well-regarded instrument for providing evidence of academic potential. On the basis of the study's findings, the admission of students from non-academic backgrounds appears to be a worthwhile exercise, both for the university, which gains committed, high performing students, and for the students themselves, who are able to achieve personal success while preparing for a career change that they hope will be satisfying.
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    Manufacturing student organisations: a study with particular reference to Melbourne University, 1880 to 1914
    Foley, Christopher Andrew ( 1995)
    The foundation of a University poses an interesting problem: will the new institution simply be an imitation of an existing University model, or will it involve an adaptation of different models. The resolution of this problem will in turn determine many aspects of the University's structure and operations, including that of the particular forms of student organisations that will emerge. Universities that are based on faculty-structures tend to have a tradition of faculty-based student organisations, while collegiate-based universities tend to possess college-based student organisations. Phenomena that raise interesting questions about Universities that possess both faculties and colleges. In the case of Melbourne University during the period of 1880 to 1914, the basic structure of the University (faculties and colleges) was emerging, as was a tradition of faculty and college based student organisations. In addition, other types of organisations also emerged which drew their members from different parts of the University. Most notably were the early student 'unions' which explicitly sought to bring all students of the University together, and to create a sense of student solidarity based on one's university, rather than one's faculty or college, membership.