TAFE-to-university transition: the effectiveness of an accounting degree articulation program

Abstract In line with other Western nations, the 1980s and 1990s saw a significant increase in the number of TAFE graduates wanting to transfer to university. As a consequence, recent times have evidenced increased co-operation between universities and TAFE institutes and the emergence of alternative university-entry programs (e.g. degree-articulation programs and double award programs). However, research into the effectiveness of these programs and how students of these programs perform academically at university is limited. This investigation reports findings of a longitudinal investigation into the effectiveness of a degree-articulation program in accounting established to meet the increasing demand for university places by TAFE students. The present study compares the academic performance and perceptions of two groups of university students: Degree-articulation students (n = 149), and Year 12-entry students (n = 302). Analysis reveals degree-articulation students’ academic performance to be significantly below that of their Year 12-entry counterparts on two of three measures employed. Reasons for the disparate academic performance are explored. Furthermore, findings show that Degree-articulation students did not feel disadvantaged by undertaking their first year at TAFE and were satisfied with the opportunities provided by the degree-articulation program. These students however, were disappointed by the reception offered to them by the university. This article proposes policies and procedures that should be implemented by TAFE institutes and universities developing degree-articulation or similar programs.

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