Key Findings

• The research found the need for a pathways for students for whom secondary school may not be a sufficient indicator of their potential for tertiary study such as students from lower decile schools or Māori and Pasifika students.
• International studies revealed that many students, who accessed education through alternative pathways, if well prepared, did as well as those from traditional routes.
• A range of factors need to be addressed within any degree preparation programme.
• A student’s engagement, as well as psychological and social readiness were factors.
• Course content and the pedagogical approach were other factors.
• The specific dimensions of readiness included cognitive strategies, content knowledge, self-management and contextual or institutional awareness.

Key Recommendations

Develop a new degree preparation programme | Design the programme to include flexible delivery options, the integration of preparatory content with subject-specific learning outcomes, skills embedded into academic content and recognition that transition to higher study involves an acculturation process.

Focus on the application process | Ensure the application process includes some assessment of the appropriateness of the qualification for the student’s learning needs and facilitates a learner-focussed approach.

Focus on content | Ensure programme content includes psychological, social and subject-driven preparatory content and requisite tertiary skills.

Recognise the importance of self-directed learning | It is important students develop effective self-management, learning discipline, persistence and proven study strategies (cognitive and metacognitive) to succeed with their further study.

Consider course motivation | Encourage students to consider their academic motivation, goal commitment and aspirations and how these are linked to further tertiary study.