"Gap Years" post secondary education

The prospect of students finishing year twelve and moving into a "gap year" has become increasingly common not only within Australia, but also many other developed nations since the 1960s. Many graduating students will spend this year experiencing full-time work, travel or volunteer work overseas, which essentially gives these individuals a type of preparation for university that others do not acquire. An article by the Sydney Morning Herald, "Don't mind the gap: deferring uni shown to give students academic edge" raises the idea that students who take a year off from study tend to excel academically over their non gap year peers, which contradicts the idea that taking a year off from school can interrupt the "academic momentum" which year 12 students acquire over the previous number of years in which they are studying. However, I believe that the experience of a constructive gap year will not only better prepare students for post-secondary education but also developing an individual's level of independence, experience and understanding of culture.

The Sydney Morning Herald article "Don't mind the gap" mentions a study conducted by the University of Sydney which tracked the results of a large cohort of undergraduate students over the course of their first four semesters at university, and Professor Andrew Martin (the study's lead author) states "You're starting to test yourself out, developing the self-direction and the self-regulation and autonomy that you really do need at university". However, the results found within this study is only a correlation, of results and whether or not an individual took a gap year, so there are a number of possible variables which may effect the outcomes of the results. For example, the number of students who participate in a gap year may already be more independent or motivated, and that these people may be more likely to succeed academically regardless of whether or not they defer from uni.

Regardless of academic enhancement, various studies have demonstrated how students may benefit in a number of other aspects of life. For example, O'Shea (2011) asserts how the learning experience of overseas volunteering on a gap year is highly unique to each individual, and how many people often come out of the experience with a enhanced awareness of the larger world and international affairs, and a better connection to concepts of humanity and global affairs. Similarly, Lyons (2012) states that in our societies'  "Highly competitive context the 'economy of experience' works as an important means to gaining the edge over others". It is these aspects of personal growth that may essentially give students (as mentioned in Professor Martin's studies) the academic edge over other students as a result of their gap year experiences.

It is these studies that demonstrate how one's experience of a gap year may give a particular edge over individuals within the academic domain. However, I believe that students will be more likely to gain such aspects of personal growth when the deferral from uni is more of a constructive nature, such as volunteer work. I find this topic of great interest, as I travelled overseas on a gap year to volunteer last year, and much of the content discussed within scholarly articles on the topic are very relatable to my own personal experience.

References
Lyons, K., Hanley, J., Wearing, S., & Neil, J. (2012). Gap Year Volunteer Tourism: Myths of Global Citizenship?, Annals of Tourism Research, 39(1), 361-378.

O'Shea, J. (2011). Delaying the Academy: A Gap Year Education, Teaching in Higher Education, 16(5), 565-577.

http://www.smh.com.au/national/education/dont-mind-the-gap-deferring-uni-shown-to-give-students-academic-edge-20130917-2txb8.html (Date accessed: 7/10/2013)