caa a22 4500 463161300 CHVBK 20180406164748.0 cr unu---uuuuu 170326e20070101xx s 000 0 eng 10.1007/s10734-005-3177-6 doi (NATIONALLICENCE)springer-10.1007/s10734-005-3177-6 Wider access and progression among full-time students [Elektronische Daten] [Muir Houston, Hazel Knox, Russell Rimmer] By 2010 the UK government intends to widen access and provide experience of higher education to half of those aged up to 30. Unlike many institutions, University of Paisley (UP) has exceeded its individual target on access. It has done this by providing entry routes for students with ‘non-traditional' qualifications. It is feared that low entry qualifications will adversely influence performance and progression statistics as wider access is pursued. Drawing on a student-attrition theory, performance and progression are investigated using data for students enrolling at UP for the first time in 2000. At UP non-traditional entry coincided with the enrolment of many students over 21. The relationships between age and performance and between age and progression are nonlinear and involve interactions with gender. Also, there are interactions between entry qualification and field of study. These relationships and interactions could complicate the important task of translating wider access into academic success. Springer Science+Business Media B.V., 2007 academic performance nationallicence age nationallicence entry qualification nationallicence fields of study nationallicence gender nationallicence progression nationallicence Houston Muir Institute of Education, University of Stirling, Scotland, UK aut Knox Hazel Centre for Learning and Teaching, University of Paisley, Scotland, UK aut Rimmer Russell Paisley Business School, University of Paisley, PA1 2BE, Paisley, Scotland, UK aut Higher Education Kluwer Academic Publishers 53/1(2007-01-01), 107-146 0018-1560 53:1<107 2007 53 10734 https://doi.org/10.1007/s10734-005-3177-6 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s10734-005-3177-6 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Houston Muir Institute of Education, University of Stirling, Scotland, UK aut NATIONALLICENCE 700 1- Knox Hazel Centre for Learning and Teaching, University of Paisley, Scotland, UK aut NATIONALLICENCE 700 1- Rimmer Russell Paisley Business School, University of Paisley, PA1 2BE, Paisley, Scotland, UK aut NATIONALLICENCE 773 0- Higher Education Kluwer Academic Publishers 53/1(2007-01-01), 107-146 0018-1560 53:1<107 2007 53 10734 Metadata rights reserved Springer special CC-BY-NC licence nationallicence SWISSBIB 35197055X BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer