What Makes a Difference for Graduates’ Success: Exploring Program Type, Duration, and Socioeconomic Status for Policy Reforms in Higher Education

Studies have examined the reforms in program duration, and socioeconomic status (SES) to proffer possible solutions to alleviate the impact of SES on graduates’ success. However, the impact of SES persists and is aggravated by inequalities and an inflexible TVET (Technical and Vocational Education and Training) pathway to university. This study explored whether a reform in program type and duration may contribute to the SES discrimination of TVET graduates. The sample population comprised 660 graduates from Sichuan Province, China. Secondary data was analyzed via a cross-sectional survey using group regression. The findings showed that the effects of SES on graduates’ success are moderated by program duration (β = −0.383, p < .01), and that the moderating effect of program duration on graduates’ success remains consistent across the three program types: digital-paradigm discipline (β = −0.251, p < .05), low-paradigm discipline (β = −0.889, p < .001), and high-paradigm discipline (β = −0.385, p < .05). Additionally, the nature of the program strongly moderates the success of graduates in digital-paradigm (β = −0.007, p < .05) and low-paradigm (β = −0.003, p < .05) disciplines. This article enriches the discourse on TVET education by suggesting equal education from basic to tertiary education so that the SES effect on education is addressed. The paper argued that educational reforms should prevent SES discrimination and ensure better success for TVET graduates.