Research Article

The Traditional to Contemporary Spectrum of Models of Higher Education for Admission and Course Delivery

David Kember 1, David Hicks 1, Doris Y. P. Leung 2 * , Michael Prosser 3
More Detail
1 Faculty of Education, University of Tasmania, Australia2 School of Nursing, The Hong Kong Polytechnic University, Hong Kong3 Centre for Studies in HIgher Education, University of Melbourne, Australia* Corresponding Author
Educational Innovations and Emerging Technologies, 1(1), December 2021, 58-66, https://doi.org/10.35745/eiet2021v01.01.0006
Published: 20 November 2021
OPEN ACCESS   112 Views   45 Downloads
Download Full Text (PDF)

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.

CITATION (APA)

Kember, D., Hicks, D., Leung, D. Y. P., & Prosser, M. (2021). The Traditional to Contemporary Spectrum of Models of Higher Education for Admission and Course Delivery. Educational Innovations and Emerging Technologies, 1(1), 58-66. https://doi.org/10.35745/eiet2021v01.01.0006