Exploring pathways in university education - study patterns among students in undergraduate programs with professional qualifications

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1 Exploring pathways in university education - study patterns among students in undergraduate programs with professional qualifications - a study within the post doc project Graveled expectations or successful reorientations? Switchers and dropouts in higher education Carina Carlhed, associate professor, post doctoral research fellow Research group SEC Sociology of Education and Culture, & Research group Praxeology Uppsala University SWEDEN

2 Research questions and theoretical tools Which kind of study/registration patterns are there among students at programs with professional qualifications in general? 7 study programs at university level, Medicine, Architechture, Nursing, Social work, Law, Engineering, Psychology How are the study patterns related to: age, academic achievement in terms of earned points in relation to registered, earning a diploma in time, dropouts, income variables from work and or study subsidies family situation when entering the program relation between study patterns and educational capital and socioeconomic class and gender Bourdieuian analytic tools: capital, habitus Results are to be discussed in relation to educational policy of efficiency in the HE-system, lifelong learning, widening particpation and retention etc

3 Data Retriveals from national registers from Statistic Sweden, microdata, mainly enrolment data but also demographics, income and labormarket data etc. = administrative data Academic years 1993/94 (n=12 250) 2001/02 (n=15 749) Constructing new variables, pauses of various kinds, (sequences of registrations)

4 70% 60% 50% 40% Some standard statistics gender 60,0% 50,0% men age 30% 20% 10% 0% 1993/ /02 women missing 40,0% 30,0% 20,0% <=19 years years years >=31.years missing 10,0% 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0%,0% missing Women Men 1993/ /02

5 Multiple Correspondence Analysis MCA - constructing a space of study patterns and student lifestyles choosing a specific professional program at a specific age and with a specific family situation (single, parent etc), do a motorway-study period or take pauses in their studies, achieve a diploma/degree within the a specific timeframe or dropout achieve their goals in terms of earn points/credits in relation to the amount they have registered for stick to one discipline domain/profile or move around, Choose to study at university or university colleges use the university system extra and study courses besides the specific study program, registration on a second study program prepare themselves /compensate for poor qualifications through taking an aptitude test SWESAT-test = active variables (10 variables, 41 associated categories (35 after cleaning)

6 Supplementary variables staying at one university or move around, name of university study program income (work and/or study subsidies) gender inherited educational capital (parents educational level and Socioeconomic index), earned educational capital (grades from upper secondary school), Migration (in/out), Nation of birth (student, mother, father) which cohort(academic year) previous studies at municipal adult education KOMVUX

7 Interpretation of axis 1, λ= modalities Left Right Number of profiles (18%) 1Profile >4Profiles 9.3 7,3 Number of courses in total (21%) 2-9 courses >15 courses University type (13%) university colleges 9.9 Coherent intensive Scattered extensive Number of pauses during program (9%) 0_program pauses >2program.pauses Age at start of program (14 %) >31years 20-24years Marital status at the start of program (10%) Partner in a family with children <18yrs 5.5

8 Interpretation of axis 2, λ= Low efficiency 10 modalities Bottom Top Number of profiles (16%) >4Profiles 12.2 Number of courses in total (24%) courses >15-20 courses SWESAT-test (9%) Second program (12%) >4 SWESAT-tests 6.2 Second program 9.2 Age at start of program (16%) <19 years years >31years High efficiency Point production (15%) 0-50 % PProd % PProd

9 Interpretation of axis 3, λ= Graduation pursuing 13 modalities Bottom Top Number of profiles (11%) Number of pauses during program (7%) 2Profiles >4Profiles 4.1 >2program.pauses SWESAT-test (8%) >4 SWESAT-tests 4.0 Second program (4%) Second program 3.2 Time to diploma (15%) No.diploma Dipl. within1 year Age at start of program (29%) <19 years >31years years years Non-graduation pursuing Marital status at the start of program (14%) Partner in a family with children <18yrs Single

10 Plane 1_2. Supplementary variables gender, income, study program, grades, municipal adult education, university, inherited educational capital, mother s socioeconomic positions, birth nation (+mother s and father s) Low efficiency Coherent intensive Scattered extensive High efficiency

11 Plane 1_3. Supplementary variables gender, income, study program, grades, municipal adult education, university, inherited educational capital, mother s socioeconomic positions, birth nation (+mother s and father s) Graduation pursuing Normal Lifelong learners or transfers Coherent intensive Scattered extensive Early leavers Late leavers Non-graduation pursuing

12 Hierarchical Cluster Analysis Cluster 1, n=9294, 59%, Cluster 2, n=668, 4%, Cluster 3, n=5017, 32%, Cluster 4, n=770, 5% Low efficiency Cluster 1 Botanizers, extensive use ++, breadth ++, higher SEI class (father), grades+, educational capital ++, male, partner no children, young (>19 years, years), university, 1 program pauses, many SWESAT-tests, typical study program Engineering Cluster 2 - Investors - extensive use ++, breadth ++, male, single no children, fairly young (20-24 years), university, efficiency ++ (ECTS), typical study program Engineering, income mainly from study subsidies, diploma within 2-5 years Coherent intensive Cluster 3 Scorers intensive use++, breadth (1 or 2 profiles), female, educational capital --, working SEI class or other, grades missing, 1-3 SWESAT-tests, single, parent, mature (>31 yrs and yrs), diploma within a year Scattered, 0 program pauses, university colleges, both high and low extensive production of ECTS (0-50% and %), typical study program Nursing and Social work, parents sector missing, high income levels from both work and study subsidies High efficiency Cluster 4 Strugglers intensive use++, breadth --, female single parent, mature (>31 yrs), university colleges, 1 SWESAT-test, low efficiency (ECTS) -, 0 pauses, typical study program Nursing, Social work, registered on a second program, missing grades, other SEI class, educational capital or missing, parents sector missing, Municipal adult education, migration.in, high income levels from both work and study subsidies

13 Thank you for listening