[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-595308-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-595308-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","the-mature-age-special-admission-scheme-case-study","The Mature Age Special Admission Scheme - case study","","The document describes multiple Monash University special admission schemes, focusing on the Mature Age Special Admission Scheme as a case study. It explains how educational disadvantage must be documented by applicants, how Australian Scholastic Aptitude Test results are converted to an Anderson score, and how faculties consider disadvantage together with ASAT performance, typically including interviews. It also outlines the scheme’s expansion and the background needs of mature and minority applicants, supported by sociological data and observed success rates.",{"@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/the-mature-age-special-admission-scheme-case-study/595308/",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/the-mature-age-special-admission-scheme-case-study/595308.png","ImageObject",300,407,{"name":42,"@type":43},"Blitz","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-31","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 eligibility condition must be documented for applicants under the disadvantage grounds?","Question",{"text":63,"@type":64},"Each applicant must document the circumstances of educational disadvantage, and a university-guideline-based decision determines whether it qualifies as disadvantage.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How are ASAT test results used in the selection process?",{"text":68,"@type":64},"ASAT results are converted into an Anderson score based on statistical research and data, and applicants are then considered by faculties using disadvantage plus ASAT performance, usually with an interview.",{"name":70,"@type":61,"acceptedAnswer":71},"Why was the Mature Age Special Entry approach considered important for mature students?",{"text":72,"@type":64},"It was intended to give mature students a place to meet similar peers; without cultural adjustment support, they often felt marginal in both the new tertiary environment and their previous 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Engineering and the  \nsecondary school comunity.The objec-  \nrecognises that quality  \ntives of this approach are to change the at-  \ncannot be measured simply  \ntitudes of girls,their parents and their  \nteachers towards engineering as an attractive  \nby reference to a selection  \nprofession for females.Role models are im-  \nScore.  \nportant,so it is pleasing to see the increasing  \nnumber of female graduates in engineering.Several of the suggestions which have come  \nscheme was to attract students to courses at  \nfrom these interactions between the faculty  \nMonash who for special reasons identified as  \nand the school community are under active  \ndisadvantage did not complete the normal  \nconsideration and two in particular are  \nyear 12 or comparable qualifications and  \nalready underway,namely,bridging courses  \ntherefore did not satisfy university entrance  \nin science and mathematics and a specialversion of the Junior University Programme  \nrequirements.The majority of students ad-  \nmitted to courses under the scheme have  \n(mentioned above).This scheme cannot be  \nentered the Faculty of Arts aged in their late  \ncited as the reason why the percentage of  \ntwenties,although many students were older  \nfemale engineering students has moved from  \nthan that.  \n11 percent in 1988 to 14 percent in 1989,but  \nThe major distinguishing features of the  \nthe Dean of Engineering believes that there  \nscheme and method of operation were:  \nare now enough female role models to en-  \nA case of educational disadvantage hadto be documented by each applicant anda decision made,in accordance withguidelines set by the University,onwhether the circumstances constitute dis-advantage.  \nsure that the numbers will grow rapidly from  \nthis point on.In an interview after being  \nawarded the Ove Arup Scholarship,Lizi  \nSironic,who had just graduated with first  \nclass honours after being dux of each year  \nfrom second year on,said that the only thing  \nshe had wished for was a close female friend  \n● Applicants considered eligible ongrounds of disadvantage were invited tosit for an Australian Scholastic AptitudeTest assessment run by the University.The results of the ASAT test were con-verted to an Anderson score on the basisof statistical research and data developedby the Univesity's Higher Education Ad-visory and Research Unit.Applicants are then considered byfaculties on the basis of disadvantage andASAT perfornance.Selection pro-cedures invariably include an interview.  \nin engineering.Minority groups,whether  \nthey be women in engineering or Koorie  \nstudents,or mature age students,need a  \nlarge enough group of similar people with  \nwhom to talk and share their feelings.  \n# The Mature Age Special\n\nAdmission Scheme  \nHaving a significant group of ‘minority'  \nstudents will not in itself be enough to create  \nan enclave,the institution must be aware of  \nthe presence,and then the needs,of the new-  \nly emerging group.The origins of the  \nThe scheme was limited both by the  \n# special admission scheme for mature age\n\nrequirenent of disadvantage and the quota  \nstudents provide an interesting case study of  \non the number of students admitted to  \nthis very point.  \ncourses.For many years entry under the  \nEvery even-numbered year the Higher  \nscheme was limited to four percent of the in-  \ntake in any faculty.  \nEducation Advisory and Research Unit col-  \nlect detailed sociological data on all students  \nIt is the prerogative of faculties to increase  \nentering Monash University for the first  \nthe quota on admissions if they wish and the  \ntime,as first-year undergraduates.In themiddle seventies a peak started to appear in  \nFaculty of Arts recently increased the quota  \nto 10 percent of the first year intake.  \nthose students in the age group of 25 years  \nThe success of the Scheme is well docu-  \nand over.This was an unusual phenomenon  \nmented in t","cbCaif5iFb8JrlU9","https://ap.wps.com/l/cbCaif5iFb8JrlU9","pdf",486076,"English","# The Mature Age Special Admission Scheme\n## Eligibility based on documented disadvantage\n## ASAT assessment and Anderson score conversion\n## Faculty selection, interviews, and quota changes\n## Rationale for meeting mature students’ social needs\n# Special Entry Scheme\n## Operations since 1974\n## Early leavers and educational disadvantage schemes\n# The Schools Link Programme","[{\"question\":\"What eligibility condition must be documented for applicants under the disadvantage grounds?\",\"answer\":\"Each applicant must document the circumstances of educational disadvantage, and a university-guideline-based decision determines whether it qualifies as disadvantage.\"},{\"question\":\"How are ASAT test results used in the selection process?\",\"answer\":\"ASAT results are converted into an Anderson score based on statistical research and data, and applicants are then considered by faculties using disadvantage plus ASAT performance, usually with an interview.\"},{\"question\":\"Why was the Mature Age Special Entry approach considered important for mature students?\",\"answer\":\"It was intended to give mature students a place to meet similar peers; without cultural adjustment support, they often felt marginal in both the new tertiary environment and their previous environment.\"}]","The Mature Age Special Admission Scheme - case study | PDF",1792080845,13]