Potter, David2023-11-012023-11-012012-01-012013-05-12Potter, D. (2012). Numbers don't tell the whole story: A case study of an alternative pathway to tertiary studies. <em>TEACH Journal of Christian Education, 6</em>(2), 39-45. doi:10.55254/1835-1492.1184https://doi.org/10.55254/1835-1492.1184https://research.avondale.edu.au/handle/123456789/04134900<p>This case study responds to the debate over</p> <p>‘toxic teachers’, tertiary entry ranking and</p> <p>access to university. Implications for federal</p> <p>and state policy are proposed. For 22 years</p> <p>Avondale College of Higher Education has been</p> <p>operating a tertiary pathway course designed</p> <p>to widen access to higher education for nontraditional</p> <p>applicants. The course, now known</p> <p>as the Diploma of General Studies [DGS], has</p> <p>been accredited as a 2-year higher education</p> <p>sector diploma since 1995. Thus far, just over</p> <p>1000 students have spent at least one semester</p> <p>in the diploma. Not one has opted to complete</p> <p>the diploma; instead students use it as a</p> <p>pathway to a higher award, mostly Avondale</p> <p>bachelor degrees in education, nursing, arts,</p> <p>theology, business and occasionally science.</p> <p>To date, 300 former pathway students have</p> <p>completed an Avondale degree, and a further</p> <p>250 are currently enrolled. DGS students</p> <p>commence with Year 12 ranks (UAI, ENTER,</p> <p>TER, now ATAR) ranging from 30 or less to</p> <p>around 60; however, many have no rank. For</p> <p>those who complete an Avondale degree, there</p> <p>is no correlation between rank and average</p> <p>college grade. Those who engage with the</p> <p>academic program do well, regardless of their</p> <p>entry rank; and those who fail to engage do</p> <p>poorly, regardless of their entry rank. A low</p> <p>Year 12 rank does not tell an applicant’s whole</p> <p>story. A semester in the DGS pathway course</p> <p>can open a new world of academic opportunity.</p> <p>Some DGS students have gone on to complete</p> <p>post-graduate study. Teachers can confidently</p> <p>advise Year 12 students with potential, but</p> <p>low tertiary ranking, to consider the option of</p> <p>alternative pathways to tertiary studies as these</p> <p>can provide a positive opportunity to achieve</p> <p>their aspirations.</p>en-usDiploma of Graduate StudiesDGSJournal Article