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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.

Item Type:	Refereed Article
Keywords:	higher education, equity education, low socioeconomic
Research Division:	Education
Research Group:	Education systems
Research Field:	Higher education
Objective Division:	Education and Training
Objective Group:	Learner and learning
Objective Field:	Learner and learning not elsewhere classified
UTAS Author:	David, K (Professor David Kember)
UTAS Author:	David, H (Dr David Hicks)
UTAS Author:	Prosser, M (Professor Michael Prosser)
ID Code:	149122
Year Published:	2021
Deposited By:	Education
Deposited On:	2022-03-10
Last Modified:	2022-05-20
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