Numbers Don't Tell the Whole Story: A Case Study of an Alternative Pathway to Tertiary Studies

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.