What makes them succeed? Entry, progression and graduation in Computer Science

Boyle, Roger and Carter, Janet and Clark, Martyn (2002) What makes them succeed? Entry, progression and graduation in Computer Science. Journal of Further and Higher Education, 26 (1). pp. 3-18. ISSN 0309-877X. (doi:https://doi.org/10.1080/03098770120108266) (Full text available)


Significant attention has been paid in recent years to student attrition, and rightly so, since rates are rising and need diagnosing. Little attention seems to have been paid to the converse--the successful student. It is widely believed among academics that high school grades--in the UK, A-levels--are poor indicators of final performance, although we persist in using them as entry criteria in the absence of any other index into a student's potential. This study, conducted in parallel in two traditional (pre-1992) UK universities, focuses on one discipline that has peculiar characteristics in intake, student expectation and entry criteria. We confirm some widely held beliefs, and scotch some others. As with all such studies, the number of confounding factors is large, but we draw conclusions where possible that are of relevance to all disciplines, and discuss how we mean to proceed

Item Type: Article
Subjects: Q Science > QA Mathematics (inc Computing science) > QA 76 Software, computer programming,
Divisions: Faculties > Sciences > School of Computing > Computing Education Group
Depositing User: Mark Wheadon
Date Deposited: 24 Nov 2008 18:00 UTC
Last Modified: 06 Sep 2011 01:17 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/13828 (The current URI for this page, for reference purposes)
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