Admission to Australian universities for accelerated students: issues of access, attitude and adjustment

University admission is a significant issue for gifted students who have been accelerated. This study explored access to Australian universities for accelerated students, examined the attitude of Australian universities to admission of accelerated students, and investigated issues of accelerated students’ adjustment to university. There is little research in Australia on these issues.In Phase 1 of the study, information about early admission, dual enrolment, minimum admission age, and admission of students younger than 17 years to Australian universities was collected and summarised. In Phase 2 personnel from 11 Australian universities were interviewed about the decision-making process which allowed such students to gain admission earlier than usual. Issues of support, advertising and national coordination were also examined. Phase 3 focused on interviews with 12 accelerated students concerning their adjustment to university, and any hurdles they identified. A qualitative analysis compared responses and key themes from Phases 2 and 3. In general, findings showed that while dual enrolment is widely practised across Australia, early admission – in which a student enters university without having graduated from high school – is little understood, known or practised in Australia. Information about admission options for accelerated students is not easily accessed; admission ages varied across Australia; dual enrolment results were treated in different ways. For the universities which accepted accelerated students on a case-by-case basis, processes were ad hoc and decision-making was left to the discretion of a Dean or Faculty Head. While the universities showed some recognition of giftedness, overriding concerns were social-emotional issues, Duty of Care, issues of equity, and possible support costs. State differences made national coordination of early admissions processes unlikely. The students interviewed seemed pleased to escape the boredom and social malaise of secondary school, and hurdles were mostly short lived. Succeeding with academic challenges, finding friendship, and participating in extra-curricular activities were significant factors in adjusting and responding positively to the stimulation of university. While being treated as regular undergraduates was appreciated, more formal support may have enhanced adjustment to the tertiary experience