Publication: Numbers Don't Tell the Whole Story: A Case Study of an Alternative Pathway to Tertiary Studies
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Abstract
This case study responds to the debate over
‘toxic teachers’, tertiary entry ranking and
access to university. Implications for federal
and state policy are proposed. For 22 years
Avondale College of Higher Education has been
operating a tertiary pathway course designed
to widen access to higher education for nontraditional
applicants. The course, now known
as the Diploma of General Studies [DGS], has
been accredited as a 2-year higher education
sector diploma since 1995. Thus far, just over
1000 students have spent at least one semester
in the diploma. Not one has opted to complete
the diploma; instead students use it as a
pathway to a higher award, mostly Avondale
bachelor degrees in education, nursing, arts,
theology, business and occasionally science.
To date, 300 former pathway students have
completed an Avondale degree, and a further
250 are currently enrolled. DGS students
commence with Year 12 ranks (UAI, ENTER,
TER, now ATAR) ranging from 30 or less to
around 60; however, many have no rank. For
those who complete an Avondale degree, there
is no correlation between rank and average
college grade. Those who engage with the
academic program do well, regardless of their
entry rank; and those who fail to engage do
poorly, regardless of their entry rank. A low
Year 12 rank does not tell an applicant’s whole
story. A semester in the DGS pathway course
can open a new world of academic opportunity.
Some DGS students have gone on to complete
post-graduate study. Teachers can confidently
advise Year 12 students with potential, but
low tertiary ranking, to consider the option of
alternative pathways to tertiary studies as these
can provide a positive opportunity to achieve
their aspirations.
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Potter, D. (2012). Numbers don't tell the whole story: A case study of an alternative pathway to tertiary studies. TEACH Journal of Christian Education, 6(2), 39-45. doi:10.55254/1835-1492.1184