ABSTRACT

Whether the current post-16 qualifications system in the UK is fit for purpose has long been under discussion, with many calling for a broader, more interdisciplinary approach to preparation for university. This paper examines the relationship between post-16 (A-level) qualifications and degree success for students on the University of Exeter’s innovative Natural Sciences programme, with particular emphasis on whether it is possible to be successful at degree level in subjects not studied at A-level. Maths was found to be the best predictor of success in interdisciplinary science and no one science was found to be more important than the others for preparing students for the bespoke interdisciplinary first year of the degree programme. The data also demonstrates that these students can be successful in later years in subjects not studied at A-level which they would otherwise have been prohibited from studying at university through their lack of core entry requirements. We acknowledge the unique nature of the cohort under analysis and the fact they self-select for this type of programme, but discuss how the study provokes questions and debate about pre-university qualification requirements and the way we structure our school and university curricula to maximise the opportunities for the next generation of STEM graduates.

摘要

英国目前的 16 岁后学历体系是否适合目标长期以来一直在讨论中，许多人呼吁采取更广泛、更跨学科的方法来准备大学。本文探讨了埃克塞特大学创新自然科学课程学生的 16 岁后（A 级）资格与学位成功之间的关系，特别强调了在未在 A 级学习的科目中是否有可能在学位水平上取得成功。 -等级。数学被认为是跨学科科学成功的最佳预测指标，并且没有任何一门科学比其他科学更重要，可以让学生为学位课程的定制跨学科第一年做好准备。数据还表明，这些学生可以在以后的几年中成功完成未在 A-level 上学习的科目，否则他们会因缺乏核心入学要求而被禁止在大学学习。我们承认正在分析的队列的独特性以及他们为此类课程自行选择的事实，但讨论该研究如何引发有关大学预科资格要求的问题和辩论，以及我们构建学校和大学课程以最大化的方式下一代 STEM 毕业生的机会。