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A limited picture of cohort progression and outcomes emerges from the multitude of studies in higher education. Many of these closely focused studies are difficult to interpret, cover diverse settings, do not track students over long periods of time, or pay little attention to course change and time out. This research presents a unique picture of an entry cohort over eight years. A theoretical framework is proposed to explain pathways taken through undergraduate courses. Using institutional data in Australia, this longitudinal study investigates both progression pathways and student outcomes. From a socio-ecological perspective, the study emphasises the contexts in which student characteristics contribute to academic choices over time. A new method is developed to document these complex pathways. What is the relationship between student characteristics, their pathway choices and their courses? What characteristics are associated with subsequent performance outcomes? Presenting a new approach, this book will be of particular interest to researchers, academics and administrators concerned with performance issues in higher education.
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