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dc.contributor.authorHouston, Muir
dc.contributor.authorKnox, Hazel
dc.contributor.authorMcGillivray, Anne
dc.contributor.authorRimmer, Russell
dc.date.accessioned2018-06-29T20:20:46Z
dc.date.available2018-06-29T20:20:46Z
dc.date.issued2005
dc.identifierER590
dc.identifier.citationHouston, M., Knox, H., McGillivray, A. & Rimmer, R. (2005) Wider access, gender and student attainment at old and new universities, , vol. 2, no. 745, pp. 489-506, Glasgow
dc.identifier.isbn1-903661-72-2
dc.identifier.urihttps://eresearch.qmu.ac.uk/handle/20.500.12289/590
dc.descriptionGlasgow
dc.description.abstractAt the University of Paisley, an on-going research project has been following the progress of the cohort of students who were new entrants to the University in academic session 2000/01. Much has been learned about performance, progression and persistence within this cohort, and in particular, the influence of demographic characteristics on first year performance. Gender, age and entry qualifications have been shown to interact in complex ways to determine both academic performance and the decision to continue with study into the following academic session. Attention in this paper focuses on how gender differences in academic performance evolve over time and influence year-on-year progression towards achievement of an exit award.
dc.format.extent489-506
dc.format.extent745
dc.publisherCentre for Research in Lifelong Learning
dc.relation.ispartofWhat a Difference a Pedagogy Makes: Researching Lifelong Learning and Teaching. Proceedings of 3rd International CRLL Conference (2005)
dc.titleWider access, gender and student attainment at old and new universities
dc.typebook_section
dcterms.accessRightspublic
dc.description.facultydiv_BaM
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dc.description.volume2
dc.description.ispublishedpub
dc.description.eprintid590
rioxxterms.typebook_section
qmu.authorRimmer, Russell
dc.description.statuspub


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