Does Living Closer to a University Increase Educational Attainment? A Longitudinal Study of Aspirations, University Entry, and Elite University Enrolment of Australian Youth

Abstract

Geography remains a critical factor that shapes the development of aspirations, attainment, and choice in young people. We focus on the role of geography on university entry and aspirations due to the increasing requirement in society for a higher education qualification for access to prestigious positions in society. Using a large representative longitudinal database (N = 11,999; 50 % male; 27 % provincial or rural; 2 % Indigenous) of Australia youth we explore the association between distance to a university campus and the critical attainment outcomes of university entry and enrolment in an elite university as well as critical predictors of these outcomes in access to information resources (i.e., university outreach programs) and university aspirations. In doing so, we provide new insight into distance effects, and the extent that these are due to selection, cost, and community influence. Our findings suggest that distance is significantly associated with both university expectations and entrance, with an especially large impact upon young people from low socioeconomic backgrounds. However, we also find little evidence that distance is related to attending a university led information session. Our conclusion is that distance effects cannot be fully explained by selection in terms of academic achievement and socioeconomic status, and that anticipatory decisions and costs are the most likely drivers of the distance effect.

Where do regional influences matter? The impact of socio-spatial indicators on transitions from secondary school to university

“…This statistical effect remains significant, however decreases, when controlling for individual characteristics in model 1b. This finding corresponds with previous literature that showed that distance to study opportunities plays a role in taking up studies (Frenette 2006;Parker et al 2016;Spieß and Wrohlich 2010;Tinto 1973). By utilizing travel-time radii we can extend this finding by quantifying the spatial scale in which study opportunities play a role.…”

“…Emotional costs arise with distance from peers and family. A large number of studies conclude that distance has a negative effect on enrollment chances (Frenette 2006;Parker et al 2016;Spieß and Wrohlich 2010;Tinto 1973). Moreover, distance affects the type of college or university attended (Gibbons and Vignoles 2012) and the field of study (Denzler and Wolter 2011).…”

The Longitudinal Surveys of Australian Youth: 20 Years and Beyond

“…Nevertheless, to check the robustness of their results, all models were re‐estimated using an alternative measure of SES, the international socio‐economic index of occupational status. In all cases, results were similar regardless of which measure was used (Parker et al ).…”

Características universitarias asociadas a la adjudicación de plazas para obstetras en el servicio rural peruano

“…Por otro lado, el haber estudiado en la capital del país se mostró como un factor que predispone el tener mayor calificación y por ende estar apto para adjudicar una plaza. Esto puede deberse a que el Perú es una país con notoria desigualdad social que no incluye en su formación académica los conocimientos de pueblos andinos y amazónicos (17,18) , lo cual se traduce en presencia de mayores oportunidades educativas en la ciudad capital; esto debido a: i) la alta concentración de universidades, con lo cual existe una mayor variedad de opciones y costos educativos (19) y ii) la considerable densidad de profesionales con estudios de posgrado que migran a la ciudad de Lima, la cual supera el 60% y refleja la distribución centralista e inequitativa del país (20) .…”