Predicting Academic Success: A Longitudinal Study of University Design Students.
This article presents a longitudinal study, over eleven years, of the academic progress of a cohort of design students (n = 475) at a major Australian university. The students were from four different spatial design disciplines: architecture, industrial design, interior design, and landscape archite...
| Published in: | International Journal of Art & Design Education Vol. 40; no. 1; pp. 20 - 35 |
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| Main Authors: | , |
| Format: | Article |
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Wiley-Blackwell
Feb2021
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| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=149377434&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 149377434 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 14768062 Q0T jtl: International Journal of Art & Design Education issn: 14768062 maglogo: Y pubinfo: dt: Feb2021 vid: 40 iid: 1 pid: 480 pub: Wiley-Blackwell artinfo: ui: 149377434 10.1111/jade.12329 ppf: 20 ppct: 15 formats: fmt: – @attributes: type: T – @attributes: type: P size: 161KB tig: atl: Predicting Academic Success: A Longitudinal Study of University Design Students. aug: au: Crowther, Philip Briant, Sarah su: Academic achievement College entrance examinations Art Design education Design students Higher education Australia sug: subj: Australia Academic achievement College entrance examinations Art Design education Design students Higher education keyword: academic success design predicting prior knowledge university ab: This article presents a longitudinal study, over eleven years, of the academic progress of a cohort of design students (n = 475) at a major Australian university. The students were from four different spatial design disciplines: architecture, industrial design, interior design, and landscape architecture. The article identifies cognitive variables that may predict future academic success. This research uses regression analysis to identify correlations across a range of variables, in particular exploring the relationship between university entrance scores, subjects studied at school (art and graphics) and academic success as defined by university grade point average and time to completion. This study shows that prior knowledge in art and graphics is not a useful predictor of future academic success, while university entrance scores and first year performance are related to ongoing academic success. These results suggest that for the design disciplines explored here, discipline‐specific prior knowledge is not an important requirement for university entrance. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of International Journal of Art & Design Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: International Journal of Art & Design Education holder: Wiley-Blackwell dt: @attributes: year: 2021 holdings: @attributes: islocal: N |
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