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Open access enabling courses: Risking academic standards or meeting equity aspirations

journal contribution
posted on 18.07.2018, 00:00 by Mahsood ShahMahsood Shah, R Whannell
Open access enabling courses have experienced growth in Australia. The growth is evidenced in student enrolments and the number of public and private institutions offering such courses. Traditionally these courses have provided a second chance to many students from various equity groups who have been unable to access tertiary education due to poor academic achievement in high school or lack of post-secondary education. In recent years, open access enabling courses have attracted both young and mature-age students from mid and high socio-economic backgrounds, and international students. Open access enabling courses are similar to final year of high schooling and enable students to access degree courses. These courses are not regulated and not part of Australian Qualifications Framework and nor are they subject to any external accreditation or assessment. This paper argues that in the quest to achieve equity aspirations in the absence of appropriate regulation and accreditation in a rapidly expanding market, institutions are at risk of failing to monitor the academic quality and standards and the extent to which students are prepared for success in undergraduate study. © 2016 Informa UK Limited, trading as Taylor & Francis Group.

History

Volume

21

Issue

2-3

Start Page

51

End Page

62

Number of Pages

12

eISSN

1460-7018

ISSN

1360-3108

Publisher

Routledge, UK

Peer Reviewed

Yes

Open Access

No

External Author Affiliations

The University of New England

Era Eligible

Yes

Journal

Perspectives: Policy and Practice in Higher Education