The changing demographic profile of many universities has been reflected in the increasing presence of mature-aged students on campus and the increased acceptance of non-traditional qualifications allowing entry to undergraduate programmes. Recent research has suggested that such changes have not been accompanied by a diminution of academic standards. In the present study, we examine the academic performance of students entering a university via traditional and non-traditional means using database records for three years of entry. Analysis revealed a marginal disadvantage in academic performance for students entering via non-traditional enabling programmes, but a positive effect for mature age on entry. The results were broadly consistent with earlier studies and conrm the equity goals of more open access to undergraduate study.
Assessment and Evaluation in Higher Education Vol. 26, Issue 3, p. 221-234