srhe

The Society for Research into Higher Education

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Making admissions better in Australia

By Marcia Devlin

In Australia, the federal government has been focused on improving the transparency of higher education admissions. I’ve been concerned and written about this matter for some years, particularly the confusion in prospective students and their families around exclusive admissions criteria being used as a proxy for quality.

The government-appointed Higher Education Standards Panel (HESP) were asked to consider and report on how the admissions policies and processes of higher education providers could be made clearer, easier to access and more useful, to inform the choices and decisions of prospective students and their families.

In the context of an increased variety of pathways through which a prospective student can apply or be accepted into higher education in Australia, the HESP found that prospective students, their families and others, including schools, are finding it increasingly difficult to understand the full range of study options and opportunities available, and to understand how they can best take advantage of these options to meet their education and career objectives.

The HESP made 14 recommendations Continue reading

MarciaDevlin


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Using students’ admissions rank should be highly qualified

By Marcia Devlin

The Australian Tertiary Admissions Rank or ATAR, a numerical, relative ranking derived from senior high school performance, is a source of angst for many Australian school leavers hoping to become university students. Many assume, understandably but incorrectly, that the higher the ATAR needed to get into a course of study, the ‘better’ the quality of the course. There is no independent evidence to support this assumption.

However, there is evidence that just under half of the university places offered in Australia this year were made to students who do not have an ATAR. Almost fifty percent of new university students in Australia are mature age, international, vocationally qualified or will have come to university through a myriad of alternative entry schemes. None of these students have the magic number that automatically makes the course ‘better’ quality. It makes one begin to wonder about the point of the ATAR. Continue reading