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Abstract

The admission of the more diverse student body in higher education has been facilitated by greater flexibility in teaching and learning mode of study and by permitting part-time study. This study aims to compare a hypothesised model on a set of presage variables relating to admission and mode of study; intermediate variables of age and year of study and measures of outcomes including GPA and attrition between a traditional university (N = 17,025) and a contemporary university (N = 8,911) using data from student records using structural equation modeling. Following testing and modification, the model for the traditional university (R-CFI = 0.959, SRMR = 0.035 and R-RMSEA = 0.059) was simpler than that for the contemporary university (R-CFI = 0.932, SRMR= 0.055, and R-RMSEA = 0.055). As universities have shifted across the spectrum from the traditional to contemporary models, the increased complexity has permitted the entry of a much wider range of students to higher education, but it is also led to increases in attrition.

Item Type:	Article
Authors/Creators:	David, K and David, H and Leung, DYP and Prosser, M
Keywords:	higher education, equity education, low socioeconomic
Journal or Publication Title:	Educational Innovations and Emerging Technologies
Publisher:	International Institute of Knowledge Innovation and Invention
ISSN:	2737-5315
DOI / ID Number:	https://doi.org/10.35745/eiet2021v01.01.0006
Copyright Information:	Copyright 2021 The Author(s). Published with license by IIKII, SingaporeLicensed under Creative Commons Attribution 4.0 International (CC BY 4.0)https://creativecommons.org/licenses/by/4.0/
Related URLs:	UTAS Profile: David, K UTAS Profile: Prosser, M
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