Join our mailing list
Sign up to our email newsletter for regular news and information from the National Centre for Student Equity in Higher Education.
University: University of Newcastle
Lead Researcher: Maree Gruppetta
Funding Round: 2015
Funding Received: $140,981
This project examined the role of Indigenous education paraprofessionals in facilitating post-school education options and access for Indigenous young people, and sought insight into barriers to, and enablers of, post-school education for this cohort. Literature review, yarning circles and interviews informed a set of culturally appropriate principles, applicable to policy and practice strategies, to increase Indigenous student access to, and participation in, higher education.
Lead Researcher: Jenny Gore
Funding Round: 2014
Funding Received: $275,625
This project addressed low SES student underrepresentation in higher education, particularly in high-status degrees. Data from surveys and focus groups was mapped to indicate the specific occupational interests and educational aspirations of school students from Years 3–12 to inform targeted university outreach activities. A robust evidence base was generated for wider dissemination which was applicable to outreach activities across all Australian universities.
Funding Received: $134,012
This project explored the educational intentions and occupational interests of Indigenous school students from Years 3-12 as well as their understanding of the path from school to higher education. Quantitative and qualitative analysis of data from an Aspirations Longitudinal Study, focus groups and interviews, indicated major enablers and barriers to higher education achievement that were identified by Indigenous students, their parents and teachers.
Lead Researcher: Shamus Smith
Funding Received: $131,249
This project included the design, testing and delivery of free mobile software applications to improve the literacy of undergraduate students, particularly those from low SES backgrounds. Two apps were produced, featuring ‘serious games’ with scaffolded exercises to improve punctuation and literacy skills, with the aim of improving students’ performance and attrition rates, and addressing the opportunity for independent mobile learning (M-learning).
Lead Researcher: Kate Ramzan-Levy
Funding Round: 2016
Funding Received: $166,194
This project aimed to improve the participation, retention and success of women from regional areas and low SES backgrounds studying business and law. A mentoring program provided high school students with insights into university and professional opportunities available to graduates, and university students an opportunity to develop mentoring and leadership skills. A website and app will provide the foundation for online and distance mentoring programs.
Funding Received: $277,079
The project examined the educational and career aspirations of regional and remote students from low SES backgrounds. Existing longitudinal data were combined with additional quantitative and qualitative data collected through surveys of, and interviews with, students, teachers and parents. The project produced robust evidence on regional and remote student aspirations, demonstrating how heterogeneity within areas and communities provided varying experiences and shaped diverse aspirations.
Lead Researcher: Louise Rak
Funding Received: $136,037
This project sought to overcome barriers known to prevent care leavers engaging with higher education through a combination of practical assistance and early intervention support strategies. A pilot scheme provided student orientation activities as well as ongoing support measures including: registration with an on-campus club; employment with the AIM HIGH team; mentoring; career counselling; and addressing areas for improvement identified through a skills assessment.
Lead Researcher: Helen Cameron
Funding Received: $49,977
The objective of this project was to increase understanding of the role of enabling education for Aboriginal and Torres Strait Islander students. An audit of existing Australian enabling programs was conducted with the data collected forming the basis of a digital resource. To address further gaps in knowledge, interviews were carried out with Aboriginal and Torres Strait Islander enabling practitioners and program developers.
Lead Researcher: Bronwyn Relf
A consortium of three universities identified the opportunities and barriers to participation for mature-age students from low SES backgrounds in regional and remote areas, and investigated the role of open access preparation and enabling programs. An evidence-based set of principles was developed for governments and higher education institutions to support equity of access to higher education and increase participation for this cohort.
Funding Received: $90,295
The project investigated the impact of school teachers and other educators on Year 3 to Year 12 students’ aspirations for higher education. A second objective was to test the idea that underrepresentation of students from low socioeconomic status (SES) backgrounds and other disadvantaged groups in universities may in part be a function of the explicit and implicit guidance students receive from teachers.