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University: University of Newcastle
Lead Researcher: Mark Rubin
Funding Round: 2014
Funding Received: $67,327
This project investigated the relationships between university students’ socioeconomic status, their social integration at university, and their mental health/wellbeing. Data collected through two online surveys informed policies and approaches to promote the social inclusion of low SES students and students with mental health problems and to reduce mental health problems among university students, increase their satisfaction at university, and reduce their attrition rates.
University: University of New South Wales
Lead Researcher: Meryl Stone
Funding Received: $196,000
This project explored how the success of students from low SES backgrounds was impacted by their interaction with support and development initiatives offered at the University of New South Wales. Quantitative and qualitative methodologies were used to determine the impact of interaction on several academic success indicators. Findings showed that these interactions contributed in multiple and diverse ways to low SES student success.
Lead Researcher: Colin Clark
Funding Round: 2016
Funding Received: $147,747
A significant proportion of students belonging to equity groups do not disclose their status to tertiary institutions, and are therefore ineligible for the support to which they are entitled. This project investigated self-disclosure of equity group membership among three groups: Indigenous, students with disabilities and non-English-speaking backgrounds. Mixed-methods research informed a set of guidelines to improve outcomes for equity students, and increase rates of self-disclosure.
Lead Researcher: Rachel Buchanan
Funding Received: $107,287
This project established an evidence base for the development of resources and strategies to educate undergraduate students in managing and curating their digital footprints for successful personal and professional outcomes. A multi-pronged, multi-audience communication and dissemination strategy was devised to ensure students from disadvantaged backgrounds (e.g. Low SES; First-in-Family; Indigenous; Regional and Remote; and Disability) could develop essential digital knowledge and skills.
University: Curtin University
Lead Researcher: Sue Trinidad
Funding Received: $1,500,000
Supported by the NCSEHE, six Equity Fellows undertook strategic projects targeted, sector-wide, at improving the access, participation and success in higher education for students from disadvantaged backgrounds. The Equity Fellows built leadership in the equity sector and stronger relations with government; collaborated with stakeholders; set new standards in research and evaluation; and raised the profile of the importance of widening participation in higher education.
Lead Researcher: Anna Bennett
Funding Received: $205,262
This report provided an overview of equity initiatives in Australian higher education that have demonstrated their effectiveness through published impact studies or as part of a national survey. It included two resources to enhance the planning, monitoring and evaluation of university equity initiatives: an Equity Initiatives Framework providing a summary of equity program and evaluation types; and a supplement of featured initiatives.
Lead Researcher: Jenny Gore
Funding Round: 2015
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.
University: University of Canberra
Lead Researcher: Michele Fleming
Funding Received: $80,000
Online reading and writing support programs MyWritingLab and MyReadingLab were trialed by approximately 2000 students from identified equity groups. Evaluation including engagement data and user feedback indicated student uptake was low. Alternative support programs Smarthinking and YourTutor were subsequently introduced, and a number of online reading and writing support programs developed in 2015 were made available to all University of Canberra students.
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.
University: Victoria University
Lead Researcher: Susan Young
Funding Received: $46,400
A student survey was administered to equity group students prior to university enrolment, focusing on life and family balance; expectations; work; effort; teachers; study skills; and commitment. Survey data informed VU support services, enabling them to identify students at risk of disengagement with study at a pre-census junction, and to provide tailored support and resources at timely intervals throughout the first year of study.