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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.
University: University of Queensland
Lead Researcher: Bill Martin
Funding Round: 2014
Funding Received: $145,000
This study determined the scope of a new Widening Participation Longitudinal Study (WPLS), its design, governance structure, and indicative costings. The WPLS provides the opportunity to map the pathways of disadvantaged learners towards higher education, with a focus on student aspirations and expectations, as well as broader social and economic factors such as family attitudes; financial decision-making; peer influences; and mental and physical wellbeing.
Lead Researcher: Jenny Gore
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.
University: La Trobe University
Lead Researcher: Andrew Harvey
Funding Received: $351,804
Higher education expansion places adaptive pressure on institutional and policy frameworks designed at times of lower levels of participation. This project examined the impact of rising complexity in admissions practices on student decision-making, especially for those from disadvantaged backgrounds, and the responses of universities and state-based Tertiary Admissions Centres (TACs) to challenges associated with rising student participation, diversity and mobility, and complex admissions processes.
University: University of Wollongong
Lead Researcher: Anne Snowball
Funding Received: $299,721
This project aimed to improve the participation of low SES, regional and remote, and Indigenous people in higher education and employment. 350 individuals participated in a supported pathways program designed to enhance their academic capacity and post-school options to access higher education and employment. The project clearly articulated and streamlined pathways and progression between vocational education providers, higher education providers and employers.
Funding Received: $75,997
This project examined how universities addressed student equity within their employability strategies, in the context of relatively poor graduate outcomes for some groups of underrepresented students. The research included analysis of employability policy in higher education across the United Kingdom, United States and Australia; a desktop analysis of Australian university websites; and a survey of career managers and student union leaders within Australian public universities.
University: Queensland University of Technology
Lead Researcher: Rebekah Russell-Bennett and Maria Raciti
Funding Received: $580,000
This project aimed to synthesise best practice social marketing and widening participation to design an effective, national social marketing strategy for low socioeconomic status students, families and communities. The specific objectives of the strategy were to: increase awareness of, and aspiration to, tertiary study; increase knowledge of pathways to tertiary study; and increase numbers of applications to tertiary study and pathways courses.
Funding Received: $127,000
This project produced a model for attracting and supporting care leavers into higher education. Analysis of international research; analysis of data collection methods; and in-depth interviews with care leavers provided insight into the group’s experiences and outcomes. Project outputs included guidelines for students who have spent time in out-of-home care and guidelines for university staff delivering outreach and support to this target group.
University: Curtin University
Lead Researcher: Tim Pitman and Sue Trinidad
Funding Received: $155,785
This project investigated a review and analysis of enabling programs offered by Australian higher education providers focusing on domestic students from disadvantaged groups including low SES, Indigenous, students with disability, regional and remote students, and students from non-English speaking backgrounds. The report examined programs’ effectiveness and appropriateness as pathways to university, variability in program quality, and potential measures to improve their effectiveness.
University: Charles Darwin University
Lead Researcher: Catherine Street
Funding Round: 2016
Funding Received: $156,004
This project facilitated an Indigenous-led review of past and current federal and local government education policies to improve access and participation in higher education for Indigenous students in the Northern Territory. The review was implemented to develop lessons for future policy reform and development as observed by Indigenous people who had lived experiences of interacting with the higher education system.