The effects of type of institution attended on graduate earnings in New Zealand: a cross‐field comparison

Smyth, Roger; Strathdee, Robert

doi:10.1080/01425692.2010.484924

Cited by 9 publications

(5 citation statements)

References 22 publications

(23 reference statements)

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“…Evidence from both Australia (Birch et al, 2009) and New Zealand (Smyth & Strathdee, 2010) indicate that the subject studied, more than any other factor, is likely to be a key determinant of future earnings with those graduating with elite vocational degrees (e.g. nursing, engineering) performing best in the labour market.…”

Section: Gender Degree Type and Agementioning

confidence: 97%

Who Graduates From Irish Distance University Education?

Delaney

2015

European Journal of Open, Distance and E-Learning

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This paper outlines results from an online survey of recent distance graduates. The study, based in Dublin City University (DCU) addresses a gap in the research on this cohort of graduates. Findings indicate that distance graduates are primarily from lower socio economic backgrounds, a group largely under-represented in full-time university education. Significantly, 30% of survey respondents came from a skilled manual background. A large percentage (39% N = 61) of graduates had never accessed any form of higher education before. An equally large percentage (N = 62) had accessed full-time higher education previously, but at a lower level than the honours primary degree they obtained through distance learning. Implications regarding the role of distance education in improving access to university education and social mobility are discussed. Finally, this paper seeks to establish relevance between knowledge of distance graduates and doing things better for first time distance learners.suggestive. To date, no study has explored the particular position of online distance university graduates in an Irish context.

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Section: Gender Degree Type and Agementioning

confidence: 97%

Who Graduates From Irish Distance University Education?

Delaney

2015

European Journal of Open, Distance and E-Learning

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“…Universities in both countries have suffered under the impact of economic neoliberal reforms. The main characteristics are that both Chile and New Zealand tertiary education is increasingly controlled by the market, equalising rules for all institutions without consideration to their ownership, traditions or research production (Kremerman et al, 2009;Smyth & Strathdee, 2010). The principle of subsidy to demand was imposed.…”

Section: Neoliberal Reforms and Their Impact On Universitiesmentioning

confidence: 99%

“…In New Zealand, all universities have remained under state control. However, the reforms during the eighties allowed non-university institutions to offer bachelor degrees allowing them to compete with universities under the same rules (Smyth & Strathdee, 2010). Institutions were funded according to the number of students enrolled without making differences between institution types.…”

Section: Neoliberal Reforms and Their Impact On Universitiesmentioning

confidence: 99%

“…Since the late nineties some neoliberal criteria were eliminated and more funding was allocated considering not only the student enrolment number but also their quality and research production. However, state universities and private tertiary institutions still provide similar programmes in bachelor and some postgraduate degrees (Smyth & Strathdee, 2010), competing for students under similar rules.…”

Section: Neoliberal Reforms and Their Impact On Universitiesmentioning

confidence: 99%

“…Working class students coming from state schools tend to constitute a larger group at less prestigious state and private universities (Brunner, 2009). In New Zealand, tuition fees create differences between institutions (Smyth & Strathdee, 2010). However, there are no private universities and each university main campus is based in a specific city.…”

Section: Neoliberal Reforms and Their Impact On Universitiesmentioning

confidence: 99%

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Perspectives of learning during the transition from secondary school to university: A comparative study of first generation university students in Chile and New Zealand

Quiroga¹

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<p>While tertiary education has grown rapidly in most countries in recent years, retention rates and educational success of many first generation students is still below that of their counterparts from tertiary-educated family backgrounds. This presents a significant challenge to universities seeking to better understand and support such students. This comparative study explores the perspectives of learning along educational transitions between school and university that were experienced by two groups of first generation university students in Chile and New Zealand. The research draws on the narratives of 24 working class university students enrolled in teacher education programmes and studying to become teachers. Unlike some previous studies of first generation students that take a deficit approach to the educational under-achievement of working class students, this research assumes that the barriers these students face are primarily located within institutional structures and that the distinctive perspectives of first generation university students make a positive contribution to institutional development. A photo-elicitation methodological approach was undertaken whereby the participants were asked to collect images that represented their school and university experiences. These images were then assembled onto a storyboard. Group and individual interviews were also conducted. Through a dialogical approach derived from Bakhtin, the thesis examines the cultural, social and emotional tensions and accomplishments they encountered in the course of their educational journeys through school and university. Employing Bourdieu’s notion of habitus, and Quinn’s notion of imagined social capital, this study found that for New Zealand students, imagined social capital was largely located in institutional contexts, while in Chile these were more closely associated with social groups and peers. The findings show that New Zealand has a more flexible and supportive system of school to university transitions than Chile. In both countries, however, students placed considerable value on experiences that allowed them to connect their own social background with what they learned at university.</p>

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Employers’ expectations of accounting skills from vocational education providers: The expectation gap between employers and ITPs

Edeigba

2022

The International Journal of Management Education

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The effects of type of institution attended on graduate earnings in New Zealand: a cross‐field comparison

Cited by 9 publications

References 22 publications

Who Graduates From Irish Distance University Education?

Who Graduates From Irish Distance University Education?

Perspectives of learning during the transition from secondary school to university: A comparative study of first generation university students in Chile and New Zealand

Employers’ expectations of accounting skills from vocational education providers: The expectation gap between employers and ITPs

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