[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-595910-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-595910-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","equitable-higher-education-students-perspective-on-access-to-resources-participation-and-educational-outcomes","Equitable Higher Education - Students’ Perspective on Access to Resources, Participation, and Educational Outcomes","","Equity in education is defined as fairness that enables all students to access, participate, and progress regardless of personal differences. This study examines students’ equity in higher education through access, participation, and educational outcomes. Data were collected from 641 students across three public sector universities in Punjab using multistage sampling. Analysis used percentage, correlation, t-test, and ANOVA. Results indicate a weaker equity situation in public higher education and show differences by family income and mother education.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/equitable-higher-education-students-perspective-on-access-to-resources-participation-and-educational-outcomes/595910/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/equitable-higher-education-students-perspective-on-access-to-resources-participation-and-educational-outcomes/595910.png","ImageObject",300,407,{"name":42,"@type":43},"Anna Hans","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What dimensions of equity are examined in this study?","Question",{"text":63,"@type":64},"The study analyzes equity in higher education in terms of access, participation, and educational outcomes. It evaluates how these relate to students’ overall educational experiences.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How was the study conducted and what data were used?",{"text":68,"@type":64},"Data were collected from 641 students enrolled in three public sector general universities of Punjab using multistage sampling. A self-developed 65-item Likert-type questionnaire was used, followed by quantitative analyses including correlation, t-test, and ANOVA.",{"name":70,"@type":61,"acceptedAnswer":71},"What factors showed significant differences in students’ equity?",{"text":72,"@type":64},"Significant differences in students’ equity were observed with respect to family income and mother education. This suggests equity varies across these family background indicators.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},595910,1792191346,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},5909892332657,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","Equitable Higher Education: Students’ Perspective on Access to Resources, Participation, and Educational Outcomes  \nIram Parveen * and Riffat-un-Nisa Awan**  \nAbstract  \nEquity refers to fairness in education, which represents all irrespective of any differences with the goal of access, participation and progression in education. The study, thus, analyzed students’equity in terms of access, participation and outcomes at higher education. The data had been collected from 641 students enrolled in three public sector general universities of the Punjab using multistage sampling technique. The tool of the study was a self-developed questionnaire, comprising 65 items on Likert-type scale. The quantitative data analysis included percentage analysis, correlation, t-test and ANOVA. The study confirmed the link of equitable access and equitable participation to equitable educational outcomes. The results presented the less positive situation of equity in public sector higher education, whether related to equitable access to resources, equitable participation and equitable educational outcomes. Significant differences were also observed in students’ equity, with respect to family income and mother education. Findings suggested that the education system needed to commit to the principle of fairness leading to equitable higher education.  \nKeywords: Equity, Access, Participation, Equitable educational outcomes  \n* Lecturer, Department of Education, University of Sargodha. E-mail: [irumiqbaluos@gmail.com](irumiqbaluos@gmail.com)  \n**Associate Professor, Department of Education, University of Sargodha. E-mail: [riffarukh@gmail.com](riffarukh@gmail.com)  \nIntroduction  \nEducation is increasingly becoming a vehicle for the economic prosperity of the countries worldwide. Therefore, growing concern for the increasing effectiveness of the education systems is to generate quality human capital to contribute to the economic prosperity of the country. In this respect, higher education is a means to produce human capital for the knowledge-based economies around globe (Salem, 2014) .  \nEducation is linked to upward social mobility. In order that education provides equal chances of upward social mobility to each and every individual of society, there should be equality of opportunity for each. Equal opportunity means that all people in a society have equal chances to develop into high social classes irrespective of any personal hindrances, such as gender, socio economic status or ethnicity (Ballantine, Roberts, & Korgen, 2017) . Thus, the need for establishing fair education systems, where all have equal chances to develop is inevitable.  \nGlobally, the education is said to be equitable, when educational practices, policies, curricula, resources are representative of all students, such that each student has access to, can participate in and make progress in high quality learning experiences, regardless of her or his race, socio-economic status, gender, ability, religion, national origin and linguistic diversity (Skelton & Kigamwa, 2013) . Enhancing equity in education leads to improved economic, social and individual outcomes, as boosting skills of every student; and increase chances for employments and productivity (OECD, 2012) . Thus, addressing equity at an initial level of access only, is limited and thus insufficient to declare equitable character of the education system (Meuret, 2002) .  \nAccording to Rawls’ theory of justice, equity necessitates equality, however, it requires benefitting the least advantaged the most (Centre of equity in education, 2014) . Therefore, whether the equalities or inequalities; as far as those are just; are equitable. Another aspect is that equity does not cease individual potential, ability and effort to excel. The meritocratic approach to equity entails that inequalities arising on basis of personal ability and effort are considered just and thus not an inequity with others (Meuret, 2002) .  \nPakistan’s national ed","cbCaieXh1bV2t1yT","https://ap.wps.com/l/cbCaieXh1bV2t1yT","pdf",212543,17,"English","# Abstract\n## Introduction","[{\"question\":\"What dimensions of equity are examined in this study?\",\"answer\":\"The study analyzes equity in higher education in terms of access, participation, and educational outcomes. It evaluates how these relate to students’ overall educational experiences.\"},{\"question\":\"How was the study conducted and what data were used?\",\"answer\":\"Data were collected from 641 students enrolled in three public sector general universities of Punjab using multistage sampling. A self-developed 65-item Likert-type questionnaire was used, followed by quantitative analyses including correlation, t-test, and ANOVA.\"},{\"question\":\"What factors showed significant differences in students’ equity?\",\"answer\":\"Significant differences in students’ equity were observed with respect to family income and mother education. This suggests equity varies across these family background indicators.\"}]","Equitable Higher Education - Students’ Perspective on Access to Resources, Participation, and Educational Outcomes | PDF",1792082097,43]