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Inequality in entry to higher education in Norway – the role of the gap year(s) and gap year activities.

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Title: Inequality in entry to higher education in Norway – the role of the gap year(s) and gap year activities.
Authors: Hovdhaugen, Elisabeth (AUTHOR), Salvanes, Kari Vea (AUTHOR)
Source: Scandinavian Journal of Educational Research. Dec2025, Vol. 69 Issue 7, p1554-1570. 17p.
Subjects: Higher education, Gap years, Activity programs in education, Acquisition of data, Social background, Analysis of variance
Geographic Terms: Norway
Abstract: Compared to students in other parts of Europe, Norwegian students more often take a gap year (a break) between completing upper secondary education and entry into higher education. Using registry data (N = 250 000), we analysed the relationship between gap years, gap year activities and on-time completion, particularly linked to social background. Students from highly educated families are more likely to take a gap year, regardless of grades. Work is by far the most common gap year activity. However, we found that individuals from highly educated backgrounds are more likely to spend their gap year on activities that could enhance their chances of higher education admission, whereas individuals from low educated backgrounds are more likely to work. We also find that differences in on-time degree completion by time of transition depends on the type of degree pursued. Postponing start reduces chances of on-time degree completion for students pursuing five-year integrated programmes. [ABSTRACT FROM AUTHOR]
Copyright of Scandinavian Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Inequality in entry to higher education in Norway – the role of the gap year(s) and gap year activities.
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  Data: <searchLink fieldCode="AR" term="%22Hovdhaugen%2C+Elisabeth%22">Hovdhaugen, Elisabeth</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Salvanes%2C+Kari+Vea%22">Salvanes, Kari Vea</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Scandinavian+Journal+of+Educational+Research%22">Scandinavian Journal of Educational Research</searchLink>. Dec2025, Vol. 69 Issue 7, p1554-1570. 17p.
– Name: Subject
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  Data: <searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br /><searchLink fieldCode="DE" term="%22Gap+years%22">Gap years</searchLink><br /><searchLink fieldCode="DE" term="%22Activity+programs+in+education%22">Activity programs in education</searchLink><br /><searchLink fieldCode="DE" term="%22Acquisition+of+data%22">Acquisition of data</searchLink><br /><searchLink fieldCode="DE" term="%22Social+background%22">Social background</searchLink><br /><searchLink fieldCode="DE" term="%22Analysis+of+variance%22">Analysis of variance</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Norway%22">Norway</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: Compared to students in other parts of Europe, Norwegian students more often take a gap year (a break) between completing upper secondary education and entry into higher education. Using registry data (N = 250 000), we analysed the relationship between gap years, gap year activities and on-time completion, particularly linked to social background. Students from highly educated families are more likely to take a gap year, regardless of grades. Work is by far the most common gap year activity. However, we found that individuals from highly educated backgrounds are more likely to spend their gap year on activities that could enhance their chances of higher education admission, whereas individuals from low educated backgrounds are more likely to work. We also find that differences in on-time degree completion by time of transition depends on the type of degree pursued. Postponing start reduces chances of on-time degree completion for students pursuing five-year integrated programmes. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Scandinavian Journal of Educational Research is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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    Identifiers:
      – Type: doi
        Value: 10.1080/00313831.2024.2434817
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      – Code: eng
        Text: English
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        PageCount: 17
        StartPage: 1554
    Subjects:
      – SubjectFull: Higher education
        Type: general
      – SubjectFull: Gap years
        Type: general
      – SubjectFull: Activity programs in education
        Type: general
      – SubjectFull: Acquisition of data
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      – SubjectFull: Social background
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      – SubjectFull: Analysis of variance
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      – SubjectFull: Norway
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      – TitleFull: Inequality in entry to higher education in Norway – the role of the gap year(s) and gap year activities.
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              M: 12
              Text: Dec2025
              Type: published
              Y: 2025
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