What Makes a Student Succeed?

Sharif, Shahireh; Bansal, Neetu; Gifford, Larry; Morris, Gareth A.; Barber, Jill

doi:10.1080/1560221021000050131

Cited by 2 publications

(4 citation statements)

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“…Further, there was no relationship between IMD 2010 quintile and achievement at completion of the degree program, a finding that echoes those of previous studies of MPharm students. 15,16 Within the cohort studied, 16% obtained a first-class honors degree and 54% obtained an upper second-class award. These findings are broadly comparable to the average across all institutions of higher education in the UK: of those gaining a classified first degree in 2009-2010, 14% obtained a first-class honors award, and 48% obtained an upper second-class honors award.…”

Section: Discussionmentioning

confidence: 99%

“…Echoing the findings of previously published studies related to performance in an MPharm program, performance in A-level biology was a stronger predictor of academic performance than that in chemistry, mathematics, or physics. 15,16 While not moving away from admission based on academic ability for entry to the MPharm program at Aston University from 2012, an additional "interview" component has been added to the admissions process. In the future, offers to enter the MPharm program will be made only to applicants who attend the interview.…”

Section: Discussionmentioning

confidence: 99%

“…14 Studies on the performance of a final year MPharm cohort at the University of Manchester examined associations among performance, prior educational attainment, and socioeconomic deprivation. 15,16 A students' overall A-level grade profile correlated only weakly with success, with final degree classification being much more sensitive to the grade in an A-level biology course than to the overall grade profile. While the cohort came from the complete spectrum of backgrounds (ie, from the least-to the most-deprived parts of the country), socioeconomic status showed no correlation with achievement.…”

Section: Introductionmentioning

confidence: 91%

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Entry Characteristics and Academic Performance of Students in a Master of Pharmacy Degree Program in the United Kingdom

Bush

2012

American Journal of Pharmaceutical Education

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Objective. To evaluate the characteristics of a cohort of master of pharmacy (MPharm) students upon entry into the program and examine associations between entry qualifications, type of secondary school attended, socioeconomic status, age, and academic performance in the MPharm program. Methods. A retrospective cohort analysis was conducted of student data for graduates of the Aston University MPharm program during the 5-year period 2005-2006 through 2009-2010 (n5644). Results. MPharm entrants were disproportionately drawn from socioeconomically deprived areas and independent (private) schools. Achievement prior to admission was related to the type of school attended but not to socioeconomic status. Performance in the program was not related to type of school or socioeconomic status but was strongly correlated with prior academic achievement. Conclusions. Prior academic achievement was the most important predictor of performance in the MPharm program; however, the superior prior achievement of students who attended independent secondary schools was not seen at the point of graduation. These findings may have implications for admissions policies.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 91%

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Entry Characteristics and Academic Performance of Students in a Master of Pharmacy Degree Program in the United Kingdom

Bush

2012

American Journal of Pharmaceutical Education

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“…[15][16][17][18][19][20] However, as argued by Svennson et al, "there appears to be little research on how good these measures are at predicting applicants' future leadership potential or the likelihood of becoming change agents for the profession." 14 Additional selection processes are used by schools, such as interviews, psychometric tests, candidate profiles, and self-reflective statements, but these processes vary, even within the same country.…”

Section: Introductionmentioning

confidence: 99%

An International Perspective on Pharmacy Student Selection Policies and Processes

Shaw

Kennedy

Jensen

et al. 2015

American Journal of Pharmaceutical Education

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Objective. To reflect on selection policies and procedures for programs at pharmacy schools that are members of an international alliance of universities (Universitas 21). Methods. A questionnaire on selection policies and procedures was distributed to admissions directors at participating schools. Results. Completed questionnaires were received from 7 schools in 6 countries. Although marked differences were noted in the programs in different countries, there were commonalities in the selection processes. There was an emphasis on previous academic performance, especially in science subjects. With one exception, all schools had some form of interview, with several having moved to multiple miniinterviews in recent years. Conclusion. The majority of pharmacy schools in this survey relied on traditional selection processes. While there was increasing use of multiple mini-interviews, the authors suggest that additional new approaches may be required in light of the changing nature of the profession.

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What Makes a Student Succeed?

Cited by 2 publications

References 0 publications

Entry Characteristics and Academic Performance of Students in a Master of Pharmacy Degree Program in the United Kingdom

Entry Characteristics and Academic Performance of Students in a Master of Pharmacy Degree Program in the United Kingdom

An International Perspective on Pharmacy Student Selection Policies and Processes

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